중학생이 지각한 부모-자녀 간의 의사소통유형과 자기효능감이 학교적응에 미치는 영향 = The Influence of Parent-Adolescence's Communication, Self-Efficacy Perceived by Middle School Students and School Adjustment

국문 초록 (Abstract)

본 연구는 중학생이 지각한 부모와의 의사소통유형과 자기효능감이 학교적응에 미치는 영향을 알아봄으로써, 학교적응에 있어서 부모와의 의사소통유형과 자기효능감의 중요성을 인식시키고자 하는 데 그 목적을 두었다.
연구 대상은 서울 및 경기도에 위치한 중학교에 재학 중인 3학년 451명이었다. 측정 도구로는 1982년 Barnes와 Olson이 제작하고 민혜영(1990)이 번역한 부모-자녀 간의 의사소통검사인 PACI(Parent Adolescence Communication Inventory)를 부모-자녀 간의 의사소통유형을 측정하기 위해 사용하였으며, Sherer 등(1982)에 의해 개발되고 홍혜영(1995)이 번역한 자기효능감 척도를 사용하였다. 또한, 중학생의 학교생활 전반에 대한 적응 정도를 측정하기 위하여 김용래(1993)가 제작한 학교적응 척도를 사용하였다.
본 연구에서 연구 대상자의 일반적인 특징을 알아보기 위해 빈도와 백분율을 산출하였고, 각 척도의 신뢰도를 검증하기 위해 Cronbach α 계수를 산출하였다. 또한 자료 분석을 위해 상관관계와 중다회귀분석을 실시하였다. 그 결과 다음과 같은 연구 결과를 얻게 되었다.
첫째, 중학생이 지각한 부모-자녀 간의 의사소통유형은 중학생의 학교적응에 영향을 미치는 것으로 나타났다. 즉, 자녀가 부모와의 의사소통을 개방적으로 지각할수록 학교적응 수준은 높아지고, 부모와의 의사소통을 문제형으로 지각할수록 학교적응 수준은 낮아지는 것으로 나타났다. 또한 어머니-자녀 간의 개방적 의사소통유형은 학교교사적응, 학교생활적응, 학교친구적응, 학교환경적응에, 아버지-자녀 간의 개방적 의사소통유형은 학교수업적응에 영향을 미치는 예언 변인임을 알 수 있었다.
둘째, 중학생의 자기효능감은 학교적응에 영향을 미치는 것으로 나타났다. 자기효능감이 높을수록 학교적응 수준은 높아지며, 자기효능감이 낮을수록 학교적응 수준도 낮아짐을 알 수 있다. 또한, 일반적 자기효능감은 학교교사적응·학교생활적응·학교수업적응에, 사회적 자기효능감은 학교친구적응·학교환경적응에 영향을 미치는 예언 변인임을 알 수 있다.
마지막으로 중학생이 지각한 부모-자녀 간의 의사소통유형과 자기효능감이 학교적응에 어떤 영향을 주는지 살펴본 결과, 어머니-자녀 간의 개방형 의사소통유형은 자녀의 학교교사적응과 학교환경적응에, 일반적 자기효능감은 학교생활적응과 학교수업적응에, 사회적 자기효능감은 학교친구적응에 가장 큰 영향을 미치는 예언 변인임을 알 수 있다.

다국어 초록 (Multilingual Abstract)

This study is to analyze the effects of parent-adolescence's communication, self-efficacy perceived by the middle school students on the school adjustment. The main purpose of this study was to understand the importance of parent-adolescence's communication methods, self-efficacy on the school adjustment.
The subjects of this study were 451 students in the 3th grade in middle schools located in Seoul and Gyuinggi. In order to measure the type of parent -adolescence Communication perceived by the middle school students, the analysis tool was the PACI(Parent Adolescence Communication Inventory) that was created by Barnes and Olson in 1982, and adapted by Hye-young Min(1990). In order to measure the self-efficacy of middle school students, the analysis tool was the SES(Self-Effycacy Scale) that was created by Sherer, Maddux, Mercandnate, Pretice-Dunn, Jacobs and Rogers in 1982, and adapted by Hye-young Min(1995). In order to measure the school adjustment whole of middle school students, the measurement tool was created by Kim, Yong-rae(1993).
The collected data was analyzed by SPSS statistics program. The frequency and percentage were calculated to investigate the general characteristics of subjects. To investigate reliability and validity of the measuring instrument, Cronbach α was calculated. For the each research question, Pearson's correlation and regression were used.
The results of this study are as follow ; First, parent-adolescence Communication type perceived by the middle school students has an effect on the adjustment to school. In other word, the middle school students had a higher level of school adjustment when their father and mother communicate opener. And the middle school students had a lower level of school adjustment when they recognize that their father and mother communicate more problematic.
Also, the mother-adolescence's open communication was the predicted variable that had significant effects on the school teacher adjustment, school life adjustment, school friend adjustment, school environment adjustment. And the father-adolescence's open communication was the predicted variable that had significant effects on the school study adjustment. In other word, the adolescence's school adjustment is improved when their parents communicate opener.
Second, the adolescence's self-efficacy has an effect on the adjustment to school. The middle school students had a higher level of the school adjustment when their self efficacy was higher. And the middle school students had a lower level of the school adjustment when their self efficacy was lower.
Also, the general self-efficacy was the predicted variable that had significant effects on the school teacher adjustment, school life adjustment, school study adjustment. And the social self-efficacy was the predicted variable that had significant effects on the school friend adjustment and school environment adjustment.
Finally, the study verifies the effect of parent-adolescence's communication, self-efficacy perceived by the middle school students on the school adjustment. In result, the mother-adolescence's open communication was the predicted variable that had significant effects on the school teacher adjustment and school environment adjustment. The general self-efficacy was the predicted variable that had significant effects on the school life adjustment, school study adjustment. The social self-efficacy was the predicted variables that had significant effects on the school friend adjustment.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 7
• Ⅱ. 이론적 배경 = 8
• 1. 의사소통 = 8
• 2. 자기효능감 = 17
• 3. 학교적응 = 28
• 4. 선행 연구 고찰 = 33
• Ⅲ. 연구 방법 = 41
• 1. 연구 대상 = 41
• 2. 연구 도구 = 44
• 3. 자료 분석 = 48
• Ⅳ. 연구 결과 및 해석 = 49
• Ⅴ. 논의 = 58
• Ⅵ. 결론 및 제언 = 66
• 참고문헌 = 70
• ABSTRACT = 80
• 부록 = 83