중학생의 인구사회학적 특성, 부모애착과 또래애착 및 학습동기가 학교적응에 미치는 영향 = Effects of Socio-demographic Characteristics, Parents and Peer Attachment & Achievement Motivation on School Adjustment of Middle School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study are to explore the effects of socio-demographic characteristics, parents and peer attachment, and achievement motivation on school adjustment of middle school students.

Research questions were :

1. Are there differences among middle school students' parents attachment, peer attachment, and achievement motivations depending on socio-demographic characteristics ?
2. What are the effects of socio-demographic characteristics, parents attachment, peer attachment, and achievement motivation on school adjustment of middle school students?

Subject of this study involved total of 484 students from middle school in Cheongju province. Data were analyzed with frequency, t-test, ANOVA with Scheffe post-hoc test, correlation, hierarchial-regression analysis using SPSS 12.0 program.

The findings were as follows :

First, there were differences among middle school students' parents attachment, peer attachment, and achievement motivations depending on socio-demographic characteristics. The significant disparity on parents attachment among students depending on school grade and school year was found. The significant disparity on peer attachment among students was also found depending on gender and school grade. Achievement motivation displays the signigicant disparity among students depending on gender, school year, parents' education, and school grade.


Secondly, there were effects of socio-demographic characteristics, parents attachment, peer attachment, and achievement motivation on school adjustment subfactor using hierarchical regression analysis method. Model explains 21.4% of school environment adjustment and show an order of achievement motivation, school year, gender, school grade, and peer attachment in a regard to the power of effects on school environment adjustment. School teacher adjustment explains 30.1% of school adjustment and shows an order of achievement motivation, school year, parents attachment, school grade, peer attachment, and gender in a regard to the power of effects. School class adjustment explains 54.4% of school adjustment and shows an order of achievement motivation, gender, school year, and parents attachment in a regard to the power of effects. School life adjustment explains 36.8% of school adjustment and shows an order of achievement motivation, parents attachment, peer attachment, school year, and gender in a regard to the power of effects.

In conclusion, it is proven that gender, school year, school grade, and parents' education bring disparities on school adjustment. It is also found that parents attachment, peer attachment, and achievement motivation have significant effects on school adjustment. Among the three factors, achievement motivation has the most significant effects. This study shows the importance of having achievement motivation for enhancing school adjustment. The study also shows the importance of recognizing parents and peer attachment and also the need for having corroborative working system between school and home.

목차 (Table of Contents)

• Ⅰ. 서 론
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경
• 1. 학교적응 7
• 2. 부모애착과 학교적응 11
• 3. 또래애착과 학교적응 15
• 4. 학습동기와 학교적응 18
• Ⅲ. 연구방법
• 1. 연구대상 20
• 2. 측정도구 20
• 3. 자료분석 23
• Ⅳ. 연구결과
• 1. 조사대상자의 인구사회학적 특성 24
• 2. 인구사회학적 특성에 따른 부모애착, 또래애착과 학습동기 26
• 3. 인구사회학적 특성, 부모애착, 또래애착 및 학습동기가 중학생의 학교적응에 미치는 영향력 29
• Ⅴ. 논의 및 결론
• 1. 요약 및 논의 43
• 2. 결론 및 제언 48
• 참고문헌 51
• Abstract 62
• 질 문 지 65