청소년의 자아탄력성과 지각된 사회적 지지가 심리사회적 적응에 미치는 영향 = A Study on the impacts of ego-resilience and perceived social support on Psychosocial adaptation of adolescents

다국어 초록 (Multilingual Abstract)

The aim of this study is to search the influence of ego-resilience, one of personal factors and social support, one of environment factors on psychosocial adaptation for highschool students who are exposed to extreme stress, and to find and develop the factor making it possible to take psychosocial adaptation.
Here, the survey was carried out for 1, 2 grade students at high schools in Jeonju city from April 29. 2009 to May 14. 2009. The questionnaire was prepared using self-filling up method, and the total number of the questionnaire for statistical analysis was 429.

The results of this study are as following.

First, adolescents's ego-resilience and social support tend toward a high level, but their psychosocial adaptation tends toward a low level. Shrink and anxiety turned out the great reason of the low level on psychosocial adaptation and it seems to need to find the way to solve the shrink and anxiety of adolescents.
Second, the difference of high school students' psychosocial adaptation depending on sexuality appeared only on the misconduct, and girls had a higher level to adapt the misconduct than boys. The psychosocial adaptation difference as the department appeared on both the misconduct and whole psychosocial adaptation. In addition, the adaptation of the students at an academic high school showed a higher level than that of the students at a vocational high school.
On the difference of it depending on their school record, meaningful difference between whole psychosocial adaptation and the sub-factor has been found. And middle ranked students tend to have adaption level in psychosocial adaptation and sub-factor more than high ranked and low ranked students.
On the difference of it depending on the family structure, Students who have their parents(not died) tend to have high adaption level in psychosocial adaptation and the sub-factor.
On the difference of it depending on subjective social class, The meaningful difference among anxiety, depression, violence, misconduct, psychosocial adaptation except social shrinking has been found. And the students who consider themselves middle class have high adaptation level than the students who consider themselves high, low class.
Third, on the impact of ego-resilience and social support on psychosocial adaptation, the Positive impact has been found in the entire psychosocial adaptation from the students who have high ego-resilience. Subfactor - self confidence of ego-resilience has a positive effect on the subfactor - depression, anxiety of the psychosocial adaptation ; feeling efficiency to social shrinking, controling rage to violence, positive attitude to misconduct. On the social support, this study has been found that the students who take high support from their family take positive impact. but on the violence, Friends support has a negative effect.

on the result of those conclusion, the study suggests some proposals as follow.

First, the study found that the entire sub-factor of ego-resilience has a positive effect on psychosocial adaptation. And through the impact on sub-factor of psychosocial adaptation, the sub-factor of ego-resilience has been the foundation to use developing concrete programs in practice social welfare. In the concrete, developing the improving self confidence programs is needed to adapt depression and anxiety ;training efficient relationship ability to social shrinking, controling rage program to violence, counseling program of improving the optimistic view to misconduct.
Second, a novel program to help adolescents's optimistic development and increase the positive side of family support is needed. In the concrete, educating parents program that help them to efficiently solve the conflicts through the efficient communication between parents and their children is needed.
Third, In the adolescent period, friends have a great effect and they could give positive and negative impact. So the program that improve the environment and the quality of friend-support to take positive side of friend relationship seems to be needed. In the concrete, the programs to improve the awareness of the community and happy birthday event in the school or revitalizing cultural activities could help it.
Forth, a plan for helping the adolescents of the weak family structure to adapt psycho-socialy seems to be needed. without their parents, they can not take continuous support. so they need the support of third's person taking care of them. and not the quantity but the quality of social support need to be improved to induce them to adapt it psycho-socialy.
And on the preceding study that say that most of the student of the weak family structure is in the poor economic environment, concrete assistance and programs have to be carried out. In the concrete, programs of supporting relationship, practicing guardian system, Group-Home seem to be needed.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 문제제기 = 1
• 제2절 연구목적 및 의의 = 6
• 제2장 이론적 배경 = 7
• 제1절 심리사회적 적응 = 7
• 1. 심리사회적 적응의 정의 = 7
• 2. 심리사회적 적응의 유형 = 8
• 3. 청소년의 심리사회적 적응 = 9
• 제2절 자아탄력성 = 13
• 1. 자아탄력성의 정의 = 13
• 2. 자아탄력성의 구성요소 = 15
• 3. 자아탄력성과 심리사회적 적응 = 16
• 제3절 사회적 지지 = 19
• 1. 사회적 지지의 정의 = 19
• 2. 사회적 지지의 유형 = 20
• 3. 사회적 지지와 심리사회적 적응 = 23
• 제3장 연구모형 및 연구문제 = 27
• 제1절 연구모형 = 27
• 제2절 연구문제 = 29
• 제4장 연구방법 = 30
• 제1절 조사대상자 선정 및 조사방법 = 30
• 제2절 변수의 정의 및 측정도구 = 31
• 1. 심리사회적 적응 = 31
• 2. 자아탄력성 = 32
• 3. 사회적 지지 = 33
• 제3절 자료 분석 방법 = 35
• 제5장 결과분석 = 36
• 제1절 조사대상자의 일반적 특성 = 36
• 제2절 변수들에 대한 기술적 특성 = 40
• 1. 자아탄력성 수준 = 40
• 2. 사회적 지지 수준 = 41
• 3. 심리사회적 적응 수준 = 42
• 제3절 일반적 특성에 따른 고등학생의 심리사회적 적응의 차이 = 45
• 1. 성별에 따른 고등학생의 심리사회적 적응의 차이 = 45
• 2. 계열에 따른 고등학생의 심리사회적 적응의 차이 = 46
• 3. 성적에 따른 고등학생의 심리사회적 적응의 차이 = 47
• 4. 가족구조에 따른 고등학생의 심리사회적 적응의 차이 = 49
• 5. 주관적 사회계층에 따른 고등학생의 심리사회적 적응의 차이 = 51
• 제4절 주요변수 간의 상관관계 = 54
• 제5절 자아탄력성, 사회적 지지가 고등학생의 심리사회적 적응에 미치는 영향력 = 56
• 1. 자아탄력성과 사회적 지지가 고등학생의 우울·불안에 미치는 영향력 = 56
• 2. 자아탄력성과 사회적 지지가 고등학생의 사회적 위축에 미치는 영향력 = 56
• 3. 자아탄력성과 사회적 지지가 고등학생의 공격성에 미치는 영향력 = 59
• 4. 자아탄력성과 사회적 지지가 고등학생의 비행에 미치는 영향력 = 62
• 5. 자아탄력성과 사회적 지지가 고등학생의 심리사회적 적응 전체에 미치는 영향력 = 65
• 제6장 결론 및 함의 = 71
• 제1절 연구결과 요약 = 71
• 1. 청소년의 자아탄력성, 사회적 지지,심리사회적 적응 수준 = 71
• 2. 청소년의 일반적 특성에 따른 심리사회적 적응의 차이 = 72
• 3. 청소년의 자아탄력성과 사회적 지지가 심리사회적 적응에 미치는 영향력 = 73
• 제2절 함의 = 75
• 1. 이론적 함의 = 75
• 2. 실천적 함의 = 76
• 제3절 연구의 한계 및 제언 = 78
• 참고문헌 = 79
• 부록 : 설문지 = 90