중학생이 지각한 가족응집성 및 자아분화수준과 학교생활적응과의 관계

다국어 초록 (Multilingual Abstract)

The Relationship among Adolescent-perceived Family Cohesion,
differentiation of self and School adjustment of Middle School Students.
Song, Mi kyung
Department of Social Welfare
The Graduate School of Social Welfare, Catholic University of Daegu
(Supervised by Professor Je, Seok Bong)
(Abstract)

An adolescence is the preparatory and transitional period of becoming an adult and independent character. There are many variables which affect to the school adjustment like peer relationship, teacher relationship, etc. Especially, Middle school students are affected very much by family environment. Therefor this study focuses on family variables, particularly family cohesion as a relatedness and self-differentiation as a individuality in the family systems theory.
The purpose of this study is to identify the relationship among adolescent-perceived family cohesion, self-differentiation and school adjustment of middle school students.
The research questions set up for this study are as follows:
First, does the level of family cohesion make a different influence on their school adjustment?
Second, does the level of self-differentiation make a different influence on their school adjustment?
Third, how both family cohesion and self-differentiation are related to their school adjustment?
In order to examine these questions, 687 middle school students were sampled from 5 schools in Daegu using the random sampling. The data for this study gathered through questionnaires consists of four parts: (1) background questions, (2) family cohesion questions, (3) self-differentiation questions, and (4) school adjustment questions. For this research, three scales were employed. They were (1) family cohesion scale, (2) self-differentiation scale, and (3) school adjustment scale. The statistical package is employed utilizing ANOVA(analysis of variance), t-tests, scheffe' post test, pearson correlation, and multiple regression analysis to determine possible relationships among variables.
The empirical results of this study are as follows:
First, there are meaningful differences of school adjustment level between the higher group of family cohesion and lower level group.
Second, there are meaningful differences of school adjustment level between the higher group of self-differentiation and lower group.
Third, both family cohesion and self-differentiation are positively related to school adjustment of middle school students.
Therefore, the conclusions of this study are as follows:
First, it has been proved that family cohesion affects school adjustment positively. Middle school students who get higher family cohesion level are more likely to adapt to school adjustment than those who get lower family cohesion level. But there are no statistical differences between connected and enmeshed families, and isolated and separated families. However, it is found that enmeshed and connected families as higher level family cohesion groups take a higher school adjustment level than isolated and separated families as lower level groups.
Second, middle school students who get higher self-differentiation level are more likely to adapt to school adjustment than those who get lower self-differentiation level. It is shown that self-differentiation and all kind of sub-variable factors of self-differentiation respectively affect their school adjustment.
Third, both family cohesion and self-differentiation have positive impacts on school adjustment of middle school students.
Results of this study supported that both family cohesion as a relatedness and self-differentiation as a individuality have significant influences on psychological adjustments. The empirical results of this study indicates that the balanced development of family cohesion and self-differentiation is very important to school adjustment of middle school students.

목차 (Table of Contents)

• 목 차
• (Abstract)
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• Ⅱ. 이론적 배경 5
• 1. 학교생활 적응 5
• 2. 가족응집성 8
• 3. 자아분화 12
• 4. 가족응집성, 자아분화, 학교생활적응과의 관계 20
• Ⅲ. 연구 방법 24
• 1. 연구 대상 24
• 2. 연구 절차 24
• 3. 측정 도구 24
• 4. 자료 분석 28
• Ⅳ. 연구결과 29
• 1. 대상자의 일반적 현황 29
• 2. 가족응집성과 학교생활적응도 34
• 3. 자아분화와 학교생활적응도 38
• 4. 가족응집성 및 자아분화수준과 학교생활적응과의 관계 44
• Ⅴ. 논의 48
• Ⅵ. 결론 및 제언 52
• 1. 결론 52
• 2. 제언 54
• 참고문헌 56
• <부록> 설문지 65