靑少年活動 參與가 自我正體性 確立 및 學校生活 適應에 미치는 影響

다국어 초록 (Multilingual Abstract)

The purpose of this thesis is to analyze the effect of elementary school students' participation in youth training program on self-identity and school life adjustment. For this purpose, I divided the elementary schools around the country into three areas―metropolitan cities, mid-sized cities, small cities, and fishing and farming villages―and sampled 2,254 students, 1479 males and 775 females, using multistage stratified cluster random sampling in which two schools an area were selected at random.
The measuring instrument used in this thesis to measure self-identity was the self-identity criteria developed by Park A-cheong(1996) and partly modified by Song Eun-mi(2005) and Jang Jin-woo(2005), which was in turn modified and complemented for the purpose of this thesis. The criteria were used to measure with five point a full marks the degree of perception about the six factors such as independence, self-receptiveness, confidence for the future, goal orientation, leadership, and friendliness which were divided into 38 elements. The reliability of the measuring instrument was relatively high―Cronbach's α coefficient range was .675~.838. The measuring instrument of school life adjustment was a questionnaire based on the questionnaire which was used by Mun Eun-sik(2001), Song Chang-yong(2003), Mun Sin-jeong(2004), and Kim Sun-suk(2004). The questionnaire was composed of 20 questions to measure the general school life adjustment including relation to friends, school classes, relation to teachers, and school rules. The Cronbach's α coefficient range about the for factors was .626~.758.
The result of the T-test, analysis of variance, and analysis of covariate to measure the effect of participation in youth training program of self-identity and school life adjustment in adolescence was as follows.
1. Self-identity
The result of T-test and analysis of variance to analyze the relationship between participation in youth training program and self-identity and to compare the mean by background variance was as follows.
First, as for the difference of self-identity by gender, female students showed higher independence, self-receptiveness, confidence for the future, goal orientation, leadership and friendliness than male counterparts.
Second, as for the difference of self-identity by grade, self-receptiveness was significantly higher in the 5th and 6th graders than in the 4th graders, while independence, confidence for the future, goal orientation, and friendliness were not meaningfully different by grade.
Third, as for the difference of self-identity by residence, students living in the metropolitan cities showed higher self-receptiveness and friendliness than those in middle-and-small-sized cities and fishing and farming villages, and higher confidence for the future than those in fishing and farming villages.
The result of analysis of covariate to analyze the relationship between participation in youth training program and self-identity by setting up the individual characteristics such as gender, grade and residence as a covariate and the type of participation and the degree of participation as an independent variable was as follows.
First, as for the difference of self-identity by the type of participation, the independence was higher in the area of adventure and science information, while self-receptiveness and leadership was higher in the area of service and cooperation. The confidence for the future, goal orientation, and friendliness were not significantly different.
Second, as for the difference of self-identity by participation degree, as the participation frequency increased, independence, self-receptiveness, confidence for the future, goal orientation, and friendliness were higher.
2. School Life Adjustment
The result of T-test and analysis of variance to analyze the relationship between participation in youth training program and school life adjustment and to compare the mean by background variance was as follows.
First, as for the difference of school life adjustment by gender, female students showed higher degree of relation to friends, school classes, relation to teachers, and school rules observance than male counterparts.
Second, as for the difference of school life adjustment by grade, relation to friends was higher in the 6th graders than in the 4th graders, while school classes were higher in the 6th graders than in the 4th and 5th graders. Relation to teachers and school rules were not significantly different by grade.
Third, as for the difference of school adjustment by residence, relation to friends was higher in the students living in metropolitan cities than in farming and fishing villages, while school classes, relation to teachers, and school rules were not significantly different by residence.
The result of analysis of covariate to analyze the relationship between participation in youth training program and school life adjustment by setting up the individual characteristics such as gender, grade and residence as a covariate and the type of participation and the degree of participation as an independent variable was as follows.
First, as for the difference of school life adjustment by the type of participation, relation to friends was higher in the area of adventure, while school classes were higher in the area of service and cooperation, science information adventure. Relation to teachers were not significantly different.
Second, as for the difference of school life adjustment by participation degree, as the participation frequency increased, relation to friends, school classes, relation to teachers, school rules were higher.

국문 초록 (Abstract)

본 硏究는 靑少年活動 參與 初等學生들의 自我正體成 確立 및 學校生活 適應에 미치는 影向을 分析하는데 目的을 두고 全國 初等學校를 標本틀로 設定하고 대도시, 중도시, 소도시, 농어촌으로 地域을 區分하여 각 地域의 初等學校 2개교를 무선배정하는 다단계 유층집락 무선표집법을 이용하여 남 1,479명, 여 775명 총 2,254명의 標本을 추출하였다.
본 硏究에서 使用한 自我正體性 測定道具는 박아청(1996)이 개발하고 송은미(2005), 장진우(2005) 등이 일부 수정한 자아정체감 척도를 본 硏究目的에 맞게 修正補完한 尺度로 主體性, 自己受容性, 未來確信性, 目標指向性, 主導性, 親密性 등의 6개 요인구조의 38개 항목에 대해 知覺하는 정도를 5점 평정 척도로 測定하는 것으로써 측정도구의 신뢰도를 산출한 결과 6개 요인의 Cronbach's α계수 범위는 .675～.838로 비교적 신뢰도가 높은 것으로 나타났다. 또한 학교생활 적응 척도는 문은식(2001), 송창용(2003), 문신정(2004), 김선숙(2004), 윤필규(2004), 최충식(2006) 등의 연구에서 사용된 설문지를 기초로 작성한 질문지로 交友關係, 學校受業, 敎師關係, 學校規則 等 全般的인 學校生活의 適應 정도를 측정하는 20개의 문항으로 構成된 척도로서, 4개 요인에 대한 Cronbach's α계수 범위는 .626～.758로 나타났다.
靑少年活動 參與에 따른 자아정체성 및 학교생활 적응에 미치는 영향을 분석하기 위해 t-검정, 분산분석 및 공변량분석을 실시하여 다음과 같은 결론을 얻었다.
1) 自我正體性
靑少年活動 參與에 따른 자아정체성의 關係를 分析하기 위하여 背景變人(성, 학년, 거주지)별 평균비교를 위해 t-검정 및 분산분석을 실시한 결과는 다음과 같다.
첫째, 性別에 따른 자아정체성의 차이에서, 主體性, 自己受容性, 未來確信性, 目標指向性, 主導性, 親密性 등 모든 하위영역에서 여학생이 남학생 보다 높게 나타났다.
둘째, 학년에 따른 자아정체성의 차이에서, 자기수용성은 5, 6학년이 4학년보다 유의하게 높게 나타났으며, 주체성, 미래확신성, 목표지향성, 친밀성에서는 유의한 차이는 없는 것으로 나타났다.
셋째, 居住地에 따른 자아정체성의 차이에서, 자기수용성은 대도시가 중·소도시와 농어촌에 비해 높게 나타났으며, 미래확신성은 대도시가 농어촌에 비해 높게 나타났고, 친밀성은 대도시가 중소도시와 농어촌에 비해 높게 나타났다.
靑少年活動 參與에 따른 자아정체성을 분석하기 위하여 개인적 특성인 성별, 학년, 거주지를 공변인으로 설정하고 參與類型, 參與程度를 獨立變人, 自我正體性을 從屬變人으로 설정하여 공변량분석을 실시한 결과는 다음과 같다.
첫째, 參與類型에 따른 자아정체성의 差異에서, 主體性은 모험개척영역과 과학정보화영역이 높았고, 자기수용성과 주도성은 봉사협력영역이 높았으며, 미래확신성, 목표지향성, 친밀성에서는 참여유형별로 유의한 차이는 없는 것으로 나타났다.
둘째, 參與程度에 따른 자아정체성의 차이는 靑少年活動 參與횟수가 增加함에 따라 주체성, 자기수용성, 미래확신성, 목표지향성, 친밀성이 높게 나타났다.
2) 學校生活 適應
靑少年活動 參與에 따른 學校生活 適應의 관계를 분석하기 위하여 배경변인(성, 학년, 거주지)별 平均比較를 위해 t-검정 및 분산分析을 실시한 結果는 다음과 같다.
첫째, 性別에 따른 학교생활 適應의 차이에서, 교우관계, 학교수업, 교사관계, 학교규칙 등 모든 하위영역에서 여학생이 남학생 보다 높게 나타났다.
둘째, 학년에 따른 학교생활 적응의 차이에서, 교우관계는 6학년이 4학년보다 높은 것으로 나타났으며, 학교수업은 6학년이 4, 5학년보다 높은 것으로 나타났으며, 교사관계와 학교규칙에서는 학년별로 유의한 차이는 없는 것으로 나타났다.
셋째, 居住地에 따른 학교생활 적응의 차이에서, 교우관계는 大都市가 農漁村에 비해 높은 것으로 나타났으며, 학교수업, 교사관계, 학교규칙에서는 주거지별로 유의한 차이는 없는 것으로 나타났다.
靑少年活動 參與가 學校生活 適應에 미치는 影響을 알아보기 위하여 個人的 特性인 性, 學年, 居住地를 공변인으로 설정하고 參與類型, 參與程度를 독립변인, 자아정체성을 종속변인으로 설정하여 공변량분석을 실시한 결과를 보면,
첫째, 참여유형에 따른 학교생활 적응의 차이에서, 교우관계는 봉사협력영역과 모험개척영역이 높았고, 학교수업은 봉사협력영역과 모험개척영역이 높았으며, 학교규칙은 봉사협력영역, 과학정보화영역, 모험개척영역이 높았다. 또한 교사관계에서는 참여유형별로 유의한 차이는 없는 것으로 나타났다.
둘째, 참여정도에 따른 학교생활 적응의 차이에서, 교우관계, 학교수업, 교사관계, 학교규칙 등 모든 영역에서 참여횟수가 많을수록 높게 나타났다.

목차 (Table of Contents)

• <國文要約>
• Ⅰ. 序論 = 1
• 1. 硏究의 必要性 = 1
• 2. 硏究의 目的 및 問題 = 4
• 3. 硏究 假說 = 5
• 4. 硏究의 制限点 = 5
• 5. 用語의 定意 = 6
• Ⅱ. 理論的 背景 = 9
• 1. 靑少年期의 特性 = 9
• 2. 靑少年活動의 槪要 =13
• 3. 自我正體性 = 22
• 4. 學校生活 適應 = 30
• Ⅲ. 硏究方法 = 42
• 1. 硏究對象 = 42
• 2. 調査道具 = 44
• 3. 調査節次 = 47
• 4. 資料處理 = 48
• Ⅳ. 硏究結果 = 49
• 1. 人口社會學的 特性과 參與特性에 따른 自我正體性의 差異 = 49
• 2. 人口社會學的 特性과 參與特性에 따른 學校生活 適應의 差異 = 64
• v. 論議 = 76
• 1. 自我正體性 = 76
• 2. 學校生活 適應 = 79
• Ⅵ. 結論 및 提言 = 83
• 1. 結論 = 83
• 2. 提言 = 85
• 參考文獻 = 87
• Abstract = 96
• 附錄 <設問紙> = 100