한부모가정과 양부모가정 청소년의 자아분화가 학교적응에 미치는 영향 비교 = Differences in the effects of 'Self'-Differentiation' to 'School Adjustment' of adolescents from Single Parent and Both Parents Families

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine how Single-Parent and Both-Parent Families affect adolescents' 'Self-Differentiation' and School Adjustment'. And so, to identify the roles of adolescents' 'Self-Differentiation' on 'School Adjustment' in the case of Single-Parent and Both-Parent Families. In this study, to make this purpose, the following research questions were set up.
First, were there any differences on adolescents' 'Self-Differentiation' between Single-Parent and Both-Parent Families?
Second, were there any differences on adolescents' 'School Adjustment' between Single-Parent and Both-Parent Families?
Third, how does adolescents' 'Self-Differentiation' in Single-Parent Families affect 'School Adjustment'?
Forth, how does adolescents' 'Self-Differentiation' in Both-Parent Families affect 'School Adjustment'?
Fifth, what are the differences on the effects that adolescents' 'Self-Differentiation' has on their 'School Adjustment' between Single-Parent and Both-Parent Families?

To examine these questions, the subjects chosen in this study were 459 high school students(220 Single-Parent Families and 239 Both-Parent Families) in Busan. The Students filled up sincerely a set of questionnaires including 「Self-Differentiation Scale」, 「School Adjustment Scale」 and「Basic Backgroud Questionnaire」.

The data were analyzed by t-test, correlation analysis, multiple regression analysis.

The results of this study were as follows.
First, between Single-Parent and Both-Parent Families, no significant difference was found in adolescents' 'Self-Differentiation', nor was in students' gender.
Second, between Single-Parent and Both-Parent Families, no significant difference was found in adolescents' 'school Adjustment', nor was in students' gender.
Third, the higher the degree of 'Self-Differentiation' of the students is, the higher 'School Adjustment' is in Single-Parent Families. And Family Regression and Recognition Function & Emotional Function of sub-variable factors of Self-Differentiation have effect on 'School Adjustment'.
The effects that each sub-variable factor of the degree 'Self-Differentiation' of adolescents in Single-Parent Families has on 'School Adjustment' vary in each field. This study showed that Environment-related Adjustment and Friends-related Adjustment are greatly influenced by Family Regression, School Adjustment and Life-related Adjustment by Recognition Function & Emotional Function, Teacher-related Adjustment by all variable factors except for Emotional Alienation ; Recognition Function & Emotional Function, Self-Integration, Family Projection, Family Regression.
Fourth, the higher the degree of 'Self-Differentiation' of the students is, the higher 'School Adjustment' is in Both-Parent Families. And Family Regression, Recognition Function & Emotional Function and Family Projection of sub-variable factors of Self-Differentiation have effect on 'School Adjustment'.
The effects that each sub-variable factor of the degree 'Self-Differentiation' of adolescents in Both-Parent Families has on 'School Adjustment' vary in each field. This study showed that Friends-related Adjustment was greatly influenced by Family Regression, Life-related Adjustment by Recognition Function & Emotional Function, Family Projection and Family Regression, Teacher-related Adjustment was greatly influenced by all variable factors except for Emotional Alienation ; Recognition Function & Emotional Function, Self-Integration, Family Projection, Family Regression.
Fifth, for adolescents in Single-Parent and Both-Parent Families, sub-variable factors of Self-Differentiation that have the greatest effect on School Adjustment were Family Regression. and School Adjustment that most greatly affects Self-Differentiation level was Teacher-related Adjustment.
This study showed that for adolescents in Single-Parent Families, Family Projection had no effect on whole School Adjustment, whereas for adolescents in Both-Parent Families, Family Projection had effect on School Adjustment and Self-Integration had no effect on School Adjustment.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. 한부모가정의 개념과 특징 8
• 2. 자아분화의 개념과 이론 11
• 3. 학교적응 21
• 4. 학교적응과 자아분화 24
• 5. 한부모가정 청소년과 양부모가정 청소년의 학교적응 28
• Ⅲ. 연구방법 31
• 1. 연구대상 31
• 2. 측정도구 32
• 3. 자료분석 34
• Ⅳ. 결과 및 논의 35
• 1. 결과 35
• 2. 논의 55
• V. 요약 및 결론 65
• 1. 요약 65
• 2. 결론 및 제언 67
• 참고문헌 71
• 부 록 78
• Abstract 86