보호관찰대상 청소년의 자아정체감에 영향을 미치는 요인 = Factors Influencing ego-Identity of juvenile delinquents on probation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to offer foundation data that help to program development and teaching for building ego identity of juvenile delinquents on probation through out the followed way. Firstly, this study investigates family life, school life, social support, problematic behavior, and depression which influence to build ego identity of juvenile delinquents on probation. Next, find out how these variables influence to build ego identity and which variable effect more.
The survey collected from the juvenile hashad the orientation to start probation and is probating now at the Busan Probation Center and the Western branch of Busan Probation Center. The questionnaires include general information, delinquent specification, ego identity, family life, school life, social support, problematic behavior, and depression. Total 210 copies were available for data processing. The collected data were entered on SPSS/WIN 12.0 and analyzed by reliability analysis, descriptive statistics, one-way ANOVA, correlation, multiple linear regressions (stepwise).

The result of this study is as follows.
First, there is no significant difference between ego identity with delinquent and family life. General information and school life level on delinquent specification has significant difference along with parents’ marriage status. Problematic behavior has significant difference along with education level, economy level, school record level. And depression has significant difference along with education level and economy level of his/her mother.
Second, there is no significant correlation between ego identity and variables such as sex, education level, parents' marital status, and economy level in the family. Also there is no significant correlation between ego identity and delinquent specification, such as the reason of probation judge and the number of probation judge.
Third, there is significant correlation between ego identity and variables such as family life, school life, social support, problematic behavior, depression. Family life, school life, and social support have a positive correlation with ego identity, and there has negative correlation between problematic behavior and depression. So that, ego identity increases when the family life, school life, and social support are recognized more positively, and problematic behavior and the level of depression is lower.
Fourth, school life has the most positive correlation on ego identity in the analysis result of correlation between ego identity and family life, school life, social support, problematic behavior, and depression.
Fifth, correlation among the independent variablestells that family life, school life, and social support have a significantly positive correlation. However, problematic behavior anddepression have a significantly negative correlation.
Sixth, problematic ego identity influence most on ego identity, when looked over the influence between ego identity and family life, school life, social support, problematic behavior, and depression of juvenile delinquents on probation. And then, the variables that influence on ego identity are depression, school life, family life, and social support in order.


In conclusion, this study is very suggestive because it defines that problematic behavior, depression, school life, family life, and social support, which are independent variables, in order, influence on ego identity, which is a dependent variable for juvenile delinquents on probation, even though this results about the influence on ego identity come out a little bit differently because subordinate factors differ from the factors of the previous researches. It is meaningful that problematic behavior and depression have greater influence on the level of building ego identity than other factors for juvenile delinquents on probation. Therefore, to improve ego identity of juvenile delinquents on probation, it is necessary to intervene in problematic behavior and depression factors, and to make efforts for building positive ego identity.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 문제제기와 연구목적 1
• 2. 연구방법 8
• 3. 연구의 범위 및 한계 9
• Ⅱ. 이론적 배경 11
• 1. 비행청소년과 보호관찰제도 11
• 1) 청소년 비행의 개념 및 실태 11
• 2) 사회 내 처우로서의 보호관찰제도 14
• 3) 비행청소년의 보호관찰처분과 보호관찰 서비스 17
• 2. 보호관찰대상 청소년의 자아정체감 19
• 1) 자아정체감의 개념 19
• 2) 청소년기의 자아정체감 22
• 3) 비행청소년의 자아정체감 26
• 3. 보호관찰대상 청소년의 자아정체감 관련요인 28
• 1) 가정생활 29
• 2) 학교생활 31
• 3) 사회적 지지 33
• 4) 문제행동 35
• 5) 우울 37
• 4. 선행연구 동향 40
• Ⅲ. 조사설계 44
• 1. 연구모형 44
• 2. 조사대상 및 자료수집방법 45
• 3. 조사도구 47
• 4. 자료분석방법 53
• Ⅳ. 조사결과분석 54
• 1. 조사대상자의 일반적 특성과 비행특성 54
• 2. 보호관찰대상 청소년의 일반적 특성과 비행특성에 따른 주요변수 58
• 3. 주요변수들에 대한 전반적인 응답결과 65
• 4. 주요변수들의 상관관계 68
• 5. 독립변수와 종속변수인 자아정체감의 회귀분석 70
• 6. 조사결과에 대한 논의 78
• Ⅵ. 결론 및 제언 87
• 1. 결론 88
• 2. 제언 90
• < 참고 문헌 > 93
• 부록 : 설 문 지 102
• Abstract 113