중학생이 지각한 부모의 양육태도와 자아정체감, 학교생활적응의 관계 = Correlations among Parents' Breeding Attitude Perceived by Middle School Students, Ego-Identity, and Adaptation to School Life

다국어 초록 (Multilingual Abstract)

This paper intends to examine the correlations among parents' breeding attitude perceived by middle school students (the basic ground for human beings' healthy growth and development), ego-identity, and adaptation to school life. For the research, this paper set the following research problems:
【Research Problem 1】 Are parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life significantly different according to the background factors (gender, region, parents' educational level) ?
【Research Problem 2】 Are parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life significantly related with each other ?
【Research Problem 3】 Does parents' breeding attitude perceived by middle school students have influence on their ego-identity ?
【Research Problem 4】 Does parents' breeding attitude perceived by middle school students have influence on their adaptation to school life ?
In order to solve the research problems, this paper had a survey to 500 boy and girl 2nd-graders of middle schools in Seoul and Donghae-si, Gangwon-do. And 400 questionnaires were used for the final analysis. As the measuring tool for parents' breeding attitude, the questionnaire made by Kim Gi-Jeong (1984) and modified by Lee Dong-Taek (1990) was used. As the measuring tool for ego-identity, 'Korean Test of Ego-Identity' developed by Park Ah-Cheong (1996) and modified by Lee Seung-Guk (1999) was used. As the measuring tool for the adaptation to school life, the questionnaire made by Kim Yong-Rae (1993) was used. SPSS 12.0 for Windows was used for the analysis. In order to get the reliability of the measuring tools and the basic statistics, mean (M) and standard deviation (SD) by group were calculated. In order to examine the general characteristics of the respondents, frequency and percentage were calculated out. And depending on the research problems, t-test, Pearson's correlation analysis, and multiple regression were performed.
The results of this research are as per the below:
First, parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life showed partially significant difference according to the background factors (gender, area, and parents' education). More girls perceived that their parents allowed freedom than boys, but more boys perceived that their parents had excessive expectations on their accomplishment than girls. And the higher fathers' educational level was, the more receptive fathers' breeding attitude was felt. In relation to ego-identity, girls made higher scores at friendliness only (one of sub-items of the ego-identity) than boys. Significant difference was found by gender. In relation to the adaptation to school life, the small city made higher scores at the adaptation to environment and the adaptation to teachers (sub-items of the adaption to school life) than the large city. The higher parents' educational level was, the higher the adaptation to class was. Significant difference was found.
Secondly, parents' breeding attitude perceived by middle school students and ego-identity were quite significantly correlated. Especially, fathers' and mothers' receptive breeding attitude showed the highest positive correlation with self-acceptance (a sub-item of the ego-identity), but fathers' and mothers' accomplishment-based coercive breeding attitude showed the highest negative correlation with self-acceptance. And in mothers' breeding attitude, higher positive and negative correlations were found than in fathers' breeding attitude. That is, significant correlations between parents' breeding attitude and ego-identity were found. The more receptive parents' breeding attitude was perceived, the higher ego-identity was made. And mothers' breeding attitude had more influence on the formation of ego-identity than fathers'.
Third, mostly significant correlations were found between parents' breeding attitude perceived by middle school students and their adaptation to school life. Especially, fathers' and mothers' receptive breeding attitude showed the highest positive correlation with students' adaptation to living (a sub-item of the adaptation to school life), but parents' accomplishment-based coercive breeding attitude showed the highest negative correlation with the adaptation to living. Therefore, significant correlations were found between parents' breeding attitude and students' adaptation to school life. That is, the more receptive parents' breeding attitude was recognized, the higher students' adaptation to school life was made. And fathers' breeding attitude had more influence on students' adaptation to school life than mothers'. However, by sub-item, mothers' receptive breeding attitude had more influence on students' adaptation to school life than fathers'.
Fourth, significant correlations were found between ego-identity and adaptation to school life in every sub-item. Especially, the total ego-identity had the highest correlation with the adaptation to class (a sub-item of the adaptation to school life), and the total adaptation to school life had the highest correlation with subjectivity (a sub-item of ego-identity). In addition, three sub-items of ego-identity (confidence of the future, goal-oriented, and initiative) showed the highest correlation with the adaptation to class.
By clarifying the significant correlations and influence among parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life, it was found that the origin of children's sound growth and development lay in parents' breeding attitude. Therefore, in order to help children find their true ego and positively lead their lives, parents need to play their roles effectively and positively, and for this, some programs of training parents need to be activated and systemized.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 4
• 3. 용어의 정의 = 5
• 1) 부모의 양육태도 = 5
• 2) 자아정체감 = 5
• 3) 학교생활적응 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 부모의 양육태도 = 6
• 1) 부모의 양육태도의 개념 = 6
• 2) 부모의 양육태도의 유형 = 7
• 3) 지각된 부모의 양육태도 = 9
• 2. 자아정체감 = 10
• 1) 자아정체감의 개념 = 10
• 2) 자아정체감의 형성과 발달 = 12
• 3. 학교생활적응 = 14
• 1) 적응의 개념 = 14
• 2) 학교생활적응의 개념 = 15
• 3) 학교생활적응의 영역 = 16
• 4. 선행 연구의 고찰 = 18
• 1) 부모의 양육태도 = 18
• 2) 부모의 양육태도와 자아정체감 = 18
• 3) 부모의 양육태도와 학교생활적응 = 19
• 4) 자아정체감과 학교생활적응 = 20
• 5. 연구 가설 = 21
• Ⅲ. 연구 방법 = 22
• 1. 연구 대상 = 22
• 2. 연구 도구 = 22
• 1) 부모의 양육태도 검사 = 22
• 2) 자아정체감 검사 = 23
• 3) 학교생활적응 검사 = 25
• 3. 자료 처리 방법 = 26
• Ⅳ. 연구 결과 및 해석 = 27
• 1. 연구 대상자의 일반적 특성 = 27
• 2. 배경변인에 따른 중학생이 지각한 부모의 양육태도, 자아정체감, 학교생활적응의 차이 = 28
• 1) 중학생이 지각한 부모의 양육태도에 대한 배경변인별 차이 = 28
• 2) 중학생의 자아정체감에 대한 배경변인별 차이 = 30
• 3) 중학생의 학교생활적응에 대한 배경변인별 차이 = 32
• 3. 중학생이 지각한 부모의 양육태도, 자아정체감, 학교생활적응의 상관관계 = 34
• 1) 중학생이 지각한 부모의 양육태도와 학생의 자아정체감의 상관관계 = 34
• 2) 중학생이 지각한 부모의 양육태도와 학생의 학교생활적응의 상관관계 = 36
• 3) 중학생의 자아정체감과 학교생활적응의 상관관계 = 38
• 4. 자아정체감에 대한 부모양육태도의 설명량 비교 = 40
• 5. 학교생활적응에 대한 부모양육태도의 설명량 비교 = 41
• Ⅴ.논의 = 43
• Ⅵ.요약 및 결론 = 47
• 1. 요약 = 47
• 2. 결론 = 50
• 참고문헌 = 53
• 부록 = 59
• Abstract = 69