중학생의 외모스트레스와 자기효능감이 학교적응에 미치는 영향 = Effects of Exterior-Stress and Self-Efficacy on School Adjustment in Middle Schoolers

다국어 초록 (Multilingual Abstract)

Effects of Exterior-Stress and Self-Efficacy on School Adjustment in Middle Schoolers

Kyung-Jin, Kim
Major in Home Economics Education
Graduate School of Education of Jeon-ju University

Supervised by Professor Seok-soon, Wang

The purpose of this research is to understand students better on the field, and help students to go through the development tasks in their adolescent period, by examining exterior-stress of middle schoolers and the relationship between self-efficacy and school adjustment. Also, it is to provide basic data that helps youths to joyfully adjust to their school and society in a healthy way, with the adequate value system about the exterior, in a society that deems appearances as important.
To reach this goal, a survey on exterior-stress that includes 14 questions, a survey on self-efficacy that includes 23 questions, and a examination survey on school adjustment that includes 32 questions, were implemented. The subject of the surveys were 500 male, female students in their first, second, and third years, in 7 schools located in Jeollabuk-do. SPSS for windows 17.0 was used to analyze the collected data. The Cronbach's α statistical method was applied to derive the credibility of the research scale. The t- verification, F verification, and scheffe verification method was implemented to analyze how social demographical variables are influenced, according to each variable. The relationship between these variables were analyzed through the correlation analysis. The multiple regression analysis was implemented to examinate the influence of exterior-stress and self-efficacy on school adjustment.

The results from this research and the conclusion derived from the results are as follows.

First, for the exterior-stress according to the social demographical variables, the females were statistically and meaningfully higher than males. Also, the group with a high school life, friend relationship, and family relationship satisfaction showed low exterior-stress. As for the self-efficacy according to the social demographical variables, the group with good grades, and the groups with a high school life, friend relationship, and family relationship satisfaction showed high self-efficacy. As for school adjustment according to social demographical variables, students at Eup, Myeon regions showed that they were more adjusted than those at urban regions. Also, students with good grades adjusted better. Furthermore, students with a high school life, friend relationship, and family relationship satisfaction adjusted well at school. Thus, there is a need to elevate satisfaction through the education of interpersonal relation and communication skills that smooth school life, peer relationships, and family relationships. Also, school adjustment programs for those with low adjustability, and school and peer environment that enables students to be satisfied with their school life and friend relationships, are needed. Also, acceptance, support, and supervision in the family are needed, so that the students can be satisfied with their family life.
Second, as a result of the correlation verification between exterior-stress, self-efficacy, and school adjustment, exterior-stress statistically showed meaningful negative correlation with self-efficacy and school adjustment. Self-efficacy statistically showed a meaningful negative correlation with exterior-stress, and a positive correlation with school adjustment.
Third, when exterior-stress and self-efficacy exert action on school adjustment together, exterior-stress and school adjustability is revised to 6.8%, and self-efficacy and school adjustability is revised to 29%. Thus, self-efficacy is positively more influential.
Fourth, as a result of the multiple regression analysis on the influence of exterior-stress on school adjustment, exterior-stress had a negative influence on school adjustment. This was especially true for friend relationship and class attitude. Therefore, educational guidance is needed for students to recognize and accept their own appearance, and also for students to develop an upright value system regarding appearances. The revised curriculum of home economics can enhance the positive self-acknowledgement and efficacy of students and positively influence school adjustability by including educational contents on confidence, upright recognition of oneself, positive self-acknowledgement, and an upright recognition of one's appearance and body and ability to adequately clothe oneself accordingly, in the clothing and self expression chapter.
Also, as a result of the multiple regression analysis on the influence of self-efficacy on school adjustment, it is shown that self-efficacy positively influences school adjustment. Therefore, a variety of experiences and education that can enhance self-efficacy are needed. Through home economics, learners with physical intelligence can enhance their self-efficacy through actual practice, as well as learn in the cognitive area. Home economics also enhances the self-efficacy of learners with interpersonal relationship skills, through learning about communication, family relationship, and friend relationship. It can also enhance the self-efficacy of learners with self comprehension intelligence through learning about the physical and emotional changes of the adolescent period. Like this, the fact that home economics education as a mandatory subject, forms positive self-acknowledgement that influences school adjustment, and plays an important role of self-efficacy enhancement, needs to be recognized.

However this research has the following limits.
First, the subject of this research is limited to middle school students of seven schools located in Jeollabuk-do and the analysis results could be different from the situation of South Korea as a whole. Future research needs to expand the subject region and increase the number of subject schools.
Second, the research subjects responded subjectively to the survey, thus, the result could differ from objectively measured results.
Third, there could be more variables than the ones used in this research, thus additional variables could change the results.

Despite these limits, this research searches for ways to make school adjustment easier, by revealing the difference and effects of related variables that affect the school adjustment of middle schoolers. Its significance is in providing the basic data to improve school adjustment and prevent school maladjustment. Also another significance is that home economics education as a mandatory subject, enhances self-efficacy, forms the positive self-acknowledgement and identity of youths, and leads them to adjust well to school life.

목차 (Table of Contents)

• 목 차
• 1. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 2. 이론적 배경 7
• 1. 외모스트레스 7
• 2. 자기효능감 9
• 3. 학교생활적응 12
• 4. 외모스트레스, 자기효능감, 학교생활적응간의 관계 14
• 3. 연구 방법 17
• 1. 조사대상 및 방법 18
• 2. 조사도구 21
• 3. 분석방법 24
• 4. 연구 결과 및 해석 25
• 1. 중학생의 외모스트레스, 자기효능감, 학교생활적응의 일반적 경향 25
• 2. 개인배경변인과 생활만족도변인에 따른 중학생의 외모스트 레스와 자기효능감, 학교생활적응의 차이분석 27
• 3. 외모스트레스, 자기효능감, 학교생활적응간의 상관관계 34
• 4. 외모스트레스와 자기효능감이 학교생활적응에 미치는 영향
• 35
• 5. 요약 및 결론 39
• 1. 요약 39
• 2. 결론 42
• ABSTRACT 47
• 참고문헌 52
• <부록 1> 학생용 설문지 55