빈곤이 아동의 학교 적응에 미치는 영향 : 부모의 교육지원활동의 매개 효과를 중심으로

다국어 초록 (Multilingual Abstract)

Education is perceived as a means to advance oneself for upward mobility, thus it can facilitate overcoming poverty. Recently the inequality in educational support caused by the economic inequality has increased, and subsequently a discrepancy in education between the rich and the poor has worsened. Regardless of the socio-economic status of a family, a child is supposed to compete in education based purely on their own capability. The serious discrepancy between the rich and the poor in education is a social phenomenon which leads to the discouragement of the parents in a low income family and a decrease in morale for their educational support. Consequently a poverty-ridden low income status and its consequential stress of the parents can have a negative influence on the educational support for their children both directly and indirectly. It should not be considered as a psychological weakness of the parents in poverty or lack of parenting skills, but as a social problem caused by an impaired educational system of the current Korean society. Thus an empirical study and improvement plans are required to tackle educational problems of the parents and children in poverty.
The aim of this study is to examine the influence of poverty on the school adjustment of the children in poverty and on the parental educational support Moreover it is to identify a mediation effect of the parental educational support regarding the influence of poverty on the school adjustment. To achieve the aim of this study, a questionnaire survey was conducted with 500 elementary school children in fifth and sixth grades in total six elementary schools in Seoul and Kyunggi area. The collected questionnaires were 475 and the total number of 410 were ultimately used for a final analysis of this study. Frequency analysis, descriptive analysis, t-test, hierarchical regression analysis were applied by using SPSS, and subsequent results are as follows.
Regarding a group comparison of the school adjustment level, children in non-poverty had higher average scores in all sub-categories as well as the general school adjustment level. Their adjustment level in school friends, classes, and school life in particular was significantly higher. The parental educational support perceived by the children in poverty and non-poverty was higher than the average. hi a group comparison children in non-poverty had significantly higher parental educational support both in general level and in most of the sub-categories.
To verify a mediation effect of the parental educational support regarding the influence of poverty on the school adjustment of the children, poverty is to significantly influence the school adjustment as well as the parental educational support which in turn should have a significant influence on the school adjustment. In addition the influence of poverty on the school adjustment of the children should not be significant or reduced if the parental educational support is implemented simultaneously. There was no significant negative influence of poverty on the school adjustment of the children in accordance with the results of this study so that the mediation effect of the parental educational support was not verified. However it was verified that poverty negatively influenced the parental educational support and the parental educational support significantly influenced the school adjustment. The reasons why poverty had no significant influence on the school adjustment of the children were investigated from a multidimensional perspective. The results of the investigation are as follows.
The children subjected to the survey could have belonged to a similar socio-economical class regarding family income since the subjected elementary schools were located in a densely populated low income residential area. Furthermore the subjected children of the survey could have given false answers to the questionnaire for measuring poverty levels or approached the survey recklessly. Additionally they might not have known about their entitlement for a free meal at school. It is also possible that children who are not officially entitled to a free meal program undergo the similar level of economic difficulties with the children entitled to the free meal. Lastly four out of the six schools subjected to this study were recipients of a School Social Welfare Service, hence the possibility of the counterbalance effect of the service.
The results of this study show that children in poverty are disadvantaged in school adjustment which is one of the most important developmental tasks for children in school age and a crucial factor for improving educational output. They are also disadvantaged in parental educational support which has a significant influence on the school adjustment. Thus it should be emphasized that not only the children in poverty but also their parents as a subject for the educational support are to be benefited from a multidimensional intervention clildren should not be significant or reduced if the parental educational supportis implemente simultaneously. There was no significant negative influence ofpoverty on the school adjustment of the children in accordance with the resultsof ttlis study so that the mediation effect of the parental educational supportwas not verified. However it was verified that poverty negatively influenced theparental educational support and the parental educational support significantlyinfluenced the school adjustment. The reasons why poverty had no significantinfluence on the school adjustment of the ctlildren were investigated from amultidimensional perspective. The results of the investigation are as follows.The ctlildren subjected to the survey could have belonged to a similarsodo-economical class regarding family income since the subjected elementaryschools were located in a densely populated low income residential area.Furthermore the subjected children of the survey could have given falseanswers

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구의 필요성 = 1
• 제2절 연구목적 및 연구문제 = 4
• 제2장 이론적 배경 = 5
• 제1절 빈곤과 교육과의 관계 = 5
• 1. 교육의 탈빈곤 효과 = 5
• 2. 빈곤이 교육에 미치는 영향 = 6
• 제2절 빈곤과 아동의 학교적응 = 9
• 1. 학교적응의 개념 = 10
• 2. 빈곤이 아동의 학교적응에 미치는 영향 및 선행연구 = 11
• 제3절 빈곤아동의 학교적응에 영향을 미치는 요인으로서의 부모의 교육지원활동 = 14
• 1. 부모의 교육지원활동의 개념 = 14
• 2. 빈곤과 학부모의 교육지원활동과의 관계 = 16
• 3. 부모의 교육지원활동과 빈곤아동의 학교적응과의 관계 = 17
• 제4절 연구모형 = 19
• 1. 연구모형 = 19
• 2. 연구가설 = 20
• 제3장 연구방법 = 22
• 제1절 조사대상 및 자료수집방법 = 22
• 1. 조사대상 및 표집방법 = 22
• 2. 자료 수집방법 = 22
• 제2절 측정 = 24
• 1. 종속변수 = 24
• 2. 독립변수 = 25
• 3. 매개변수 = 26
• 4. 통제변수 = 27
• 제3절 자료분석방법 = 28
• 제4장 연구결과 = 29
• 제1절 조사대상자의 일반적 특성 = 29
• 1. 조사대상자의 인구사회학적 특성 = 29
• 제2절 주요 변수별 분석 = 31
• 1. 빈곤여부 = 31
• 2. 아동의 학교적응 = 32
• 3. 부모의 교육지원활동 = 34
• 제3절 가설검증 = 36
• 1. 빈곤과 아동의 학교적응 = 37
• 2. 빈곤과 부모의 교육지원활동 = 43
• 3. 부모의 교육지원활동과 아동의 학교적응 = 49
• 제5장 결론 = 55
• 제1절 연구결과 요약 및 논의 = 55
• 제2절 연구의 함의 = 61
• 제3절 연구의 한계 및 후속연구를 위한 제언 = 63
• 참고문헌 = 65
• 부록 = 70
• ABSTRACT = 77