이혼가정 아동의 가족관련요인이 학교적응에 미치는 영향에 관한 연구 = A Study on the Impact of Family-Related Elements on School Adjustment among Children from Divorced Families

다국어 초록 (Multilingual Abstract)

As divorce is one of the major causes of family disorganization, that is still viewed as one of problems with Korean society. Many minor children have to live only with one of their parents together, regardless of their own intention, and the divorce of parents itself can become a huge crisis for children. Children whose parents divorced have difficulties adjusting themselves to school, and how their family-related elements affect their school adjustment should carefully be considered.
The purpose of this study was to compare the family-related factors and school adjustment of children from divorced families and of others from intact families and to examine how the family-related factors of children from divorced families impacted their school adjustment.
After a survey was conducted, the answer sheets of 89 children from divorced families and of 198 from intact families were analyzed.
The findings of the study about the research questions posed were as follows:
First, concerning differences in family-related elements between the two groups, the intact families excelled the divorced families in all the parent-child relationship, family function and family support, and the gaps between the two were significant.
Second, as for the school adjustment of the two groups, the children from intact families scored higher than the others in terms of all the interest in school, academic achievement attitude, rule abiding and school adjustment. Accordingly, the divorce of their parents had a significantly negative impact on their school adjustment, and that was identified as one of hazards to hamper children's school adjustment. This finding suggested that it's needed to make an intervention in children whose parents get divorced to facilitate their school adjustment.
Third, in order to confirm what elements influenced their school adjustment, correlational relationship among parent-child relationship, family function, family support, gender, school grades, living standard and school adjustment was analyzed. As a result, school adjustment had a significant relationship to school grades, living standard, relationship with parents, family function, family support, interest in school, academic achievement attitude and rule abiding at the p<.01 level of significance. Their gender had a weak correlation to their overall adjustment at the p<.05 level of significance.
Fourth, family function and family support exercised a positive influence on the school adjustment of the children whose parents got divorced, and that of the children whose families were intact was under the influence of relationship with parents and family function.
Fifth, R2 was employed to compare the impact of the family-related elements on school adjustment in the two groups, and the family-related elements made a 71.7% and 27.5% prediction of the school adjustment of the children from divorced families and of the others from intact families respectively, when school adjustment was selected as a dependent variable of the regression model.
The findings of the study suggested that all the relationship with parents, family function and family support had an impact on school adjustment and its subfactors. This study was meaningful in that relationship with parents, family function and family support were selected as primary family-related factors that might affect school adjustment, and another meaning of the study was that children from divorced families were examined in relation to that.
What concerns school adjustment should precisely be grasped to have a better understanding of children from divorced families and accentuate the importance of parent roles, and required resources should be developed and reinforced to step up their school adjustment. The findings of the study are expected to lay the foundation for shaping better welfare policies to divorced families and preparing successful school adjustment programs.

목차 (Table of Contents)

• (Abstract)
• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 이혼의 개념 및 이혼가정의 특성 = 4
• 2. 부모의 이혼이 아동에게 미치는 영향 = 5
• 3. 가족관련 요인의 특성 = 8
• 4. 아동의 학교적응 = 15
• 5. 이혼가정 아동의 가족관련요인과 학교 적응에 관한 선행연구 = 17
• Ⅲ. 연구의 방법 = 23
• 1. 연구대상 및 자료수집 방법 = 23
• 2. 조사도구 = 23
• 3. 조사도구의 구성 및 신뢰도 = 26
• 4. 분석방법 = 27
• 5. 연구모형 = 28
• Ⅳ. 연구 결과 = 29
• 1. 연구 대상자들의 일반적 특성 = 29
• 2. 이혼가정과 비이혼가정 가족관련 요인, 학교적응력 비교 = 38
• 3. 이혼가정 아동과 학교적응의 상관관계 = 40
• 4. 이혼가정 아동의 가족관련요인이 학교적응에 미치는 영향 = 42
• 5. 비이혼가정 아동의 가족관련요인이 학교적응에 미치는 영향 = 45
• 6. 이혼가정 아동과 비이혼가정 아동의 가족관련요인이 학교적응력에 미치는 영향에 관한 비교 = 48
• Ⅴ. 결론 및 제언 = 49
• 1. 결과 및 논의 = 49
• 2. 제언 = 51
• 참고문헌 = 54
• <부 록> 설문지 = 60