학대경험아동의 학교 적응에 관한 연구 : 보호요인의 매개효과를 중심으로 = Research for School Adjustment of Children who Experienced Child-abuse : Based on mediation-effect of protective factor

다국어 초록 (Multilingual Abstract)

The essential subject of this research is that it points out a basis of intervention contributing to improvement of ability in school adjustment for children who experienced child-abuse by showing mediation-effect of protective factor.
This research, consisting of survey form based on self-filling, fulfilled for 5th and 6th grade 465 children over 11 years old in three of elementary schools locating on Jeol-La-Buk province and investigator handed out and in those surveys directly. Technological statistic analysis was performed to search for general feature, correlation among average, standard deviation, and variable, and analysis structural equation modeling was experienced for searching for mediation-effect of protective factor reflecting on experience of child-abuse and school adjustment.
For those reasons, it was established by researchable problems on bottom.
First, what kinds of effect does child-abuse have on school adjustment, risk factor, protective factor? Second, what kinds of effect do risk factor and protective factor have on school adjustment of children who experienced child-abuse? Third, what kind of a role does protective factor take between risk factor and school adjustment?
Main results are shown on the bottom
Analysis structural equation for verifying hypothesis of this research is tested like shown bottom.
First of all, as a result of measurement model for verifying how measurement variable implies on latent variable before performing model analysis, it represented all of measurement variables were reliable, and it represented that quality of propriety of model was CFI .86, TLI .88, and RMSEA .95 as normal quality of propriety.
Second, examining estimated result of structural model related to hypothesis test, the path among latent variables was reliable, and it showed abuse experience of children affected on school adjustment negatively ( -.354 ) ( p<.001), risk factor positively ( .798) ( p< .001), and protective factor negatively ( -.301) ( p<.001). Therefore, it supports hypothesis 1-1, hypothesis 1-2, hypothesis 1-3 about <Research Problem 1>, such as "child-abuse would affect on school adjustment", "child-abuse would affect on risk factor", "child-abuse would affect on protective factor." Moreover, risk factor is negatively related to school adjustment ( -.254) (p<.05), and protective factor is positively related to school adjustment ( 1.203) (p<.001). It supports hypothesis 2-1 about < Research Problem 2>, "risk factor would affect on school adjustment" and "protective factor would affect on school adjustment."
Additionally, indirect effect, based on mediation-variable for abuse-experience, was -.202 ( p<.05), and indirect effect, based on mediation-variable for abuse-experience was -.362(p<.001). These results supports hypothesis 2-3, "risk factor would mediate the effect from school adjustment of abuse-experienced children", and hypothesis 2-4, "protective factor would mediate the effect from school adjustment of abuse-experienced children." Hypothesis about <Research Problem 3>, "protective factor would mediate the effect from school adjustment of risk factor", is supported by representing -330 as indirect effect from correlation between risk factor and school adjustment through mediation effect of protective factor.
In conclusion, this research could verify positive effectivity of protective factor from representing the fact that indirect effect is greater than direct effect in correlation between abuse-experience of children and school adjustment.
Through these results, theoric, practical, and politic implication for improvement of school adjustment for abuse-experienced children is suggested.

목차 (Table of Contents)

• 제 1 장 서론 = 1
• 제 1 절 문제제기 = 1
• 제 2 절 연구목적 및 연구문제 = 4
• 제 3 절 연구의 의의 및 한계 = 5
• 1. 연구의 의의 = 5
• 2. 연구의 한계 = 6
• 제 2 장 이론적 배경 = 7
• 제 1 절 학대경험아동의 학교적응 관련 이론 고찰 = 7
• 1. 학대경험 아동의 학교적응에 관한 이론 = 7
• 2. 매개효과 모형을 설명하는 위험-보호 모델 = 11
• 제 2 절 개념정의 = 13
• 1. 아동학대 = 13
• 2. 위험요인 = 16
• 3. 보호요인 = 17
• 4. 학교적응 = 18
• 제 3 절 선행연구 검토 = 19
• 1. 아동학대와 학교적응에 관한 연구 = 19
• 2. 아동학대와 위험요인에 관한 연구 = 21
• 3. 아동학대와 보호요인에 관한 연구 = 25
• 4. 보호요인의 위험요인과 학교적응에서의 매개효과 = 29
• 제 3 장 연구모형 및 가설설정 = 31
• 제 1 절 연구모형 설정 = 31
• 제 2 절 가설설정 = 32
• 제 4 장 연구방법 = 36
• 제 1 절 연구대상 및 자료수집 절차 = 36
• 1. 연구대상 = 36
• 2. 자료수집 = 36
• 제 2 절 측정도구 = 37
• 1. 아동학대 = 37
• 2. 위험요인 = 38
• 3. 보호요인 = 39
• 4. 학교적응 = 41
• 5. 통제변수 = 42
• 6. 척도의 신뢰도 = 42
• 제 3 절 분석방법 = 43
• 1. 기술통계 = 44
• 2. 구조방정식모형분석 = 44
• 제 5 장 결과분석 = 47
• 제 1 절 조사대상자의 일반적 특성 = 47
• 1. 전체 조사대상자의 일반적 특성 = 47
• 2. 학대경험아동의 일반적 특성 = 49
• 제 2 절 주요변수의 기술적 통계 = 50
• 1. 측정변인의 기술통계 = 50
• 2. 측정변인들간의 상관관계 = 51
• 제 3 절 연구모형 분석 = 53
• 1. 측정모형 분석 = 53
• 2. 구조모형 분석 = 58
• 3. 효과 분해 = 66
• 제 6 장 결론 및 함의 = 68
• 제 1 절 연구의 결론 = 68
• 제 2 절 연구의 함의 = 70
• 1. 이론적 함의 = 70
• 2. 실천적 함의 = 71
• 3. 정책적 함의 = 73
• 제 3 절 연구의 한계 및 제언 = 74
• 참고문헌 = 75
• 부록 설문지 = 83