부모지지와 자기통제 및 충동성이 청소년의 학교적응에 미치는 영향 = Effects of parental support, self-control, and impulsiveness on adolescents' school adjustment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to test the effects of parental support, self-control, and impulsiveness on adolescent's school adjustment. The subjects of this study consisted of 776 middle school students who was attending four middle schools in Cheongju city. Data were analyzed by frequency, percentage, Cronbach's α, factor analysis, t-test, F-test with Scheffe post-hoc test, Pearson's correlation, and hierarchial regression through using SPSS 12.0 program.

The results of this study were as follows:
First, there were significant differences in parental support according to general background. It showed that the second graders perceived parental support more highly than the first graders and the adolescents whose parents had college or higher educational backgrounds did so than ones whose parents with less than college educational backgrounds. Not only the adolescent whose parents had professional job and worked as public servants appeared to perceive parental support more highly than ones whose parents had the other jobs, but also adolescent whose family had higher monthly income did so than ones whose family had lower monthly income.
Second, there were significant differences in adolescent's self-control according to their age, fathers' age, and family income. The older students showed less self-control than the younger. Ones whose fathers' age was more than 46 appeared to perceive self-control more highly than ones whose fathers' age was under 46. Also, the adolescent whose family income was higher appeared to perceive self-control more highly than ones whose family income was lower.
Third, there were significant differences in adolescent's impulsiveness according to their age and fathers' education level. The older students showed higher levels of impulsiveness than the younger. The adolescent whose parents had college or higher educational backgrounds appeared to perceive impulsiveness more highly than ones whose parents with less than college educational backgrounds.
Fourth, there were significant differences in adolescent's school adjustment according to their gender and age, parents' education level, and father's job. Male students showed better adjustment to class than female ones, but female ones showed better adjustment to friends than male ones. Also, the older students showed lower adjustment to class, teachers, and school rules than the younger. The adolescent whose parents had college or higher educational backgrounds showed better adjustment to class and friends than ones whose parents with less than college educational backgrounds. Not only the adolescent whose parents had professional job and worked as public servants appeared to show higher adjustment to teachers than ones whose parents had the other jobs, but also adolescent whose family had higher monthly income showed higher adjustment to class, friends, teachers, and school rules than ones whose family had lower monthly income.
Fifth, it showed that the variables which had effects on adolescent's adjustment to class were their gender and grade, family's economic level, parents' support, their impulsiveness, and self-control. That is, male students showed higher adjustment to class than female ones and the first graders did so, compared to the second graders. Also, it showed that the higher family's economic level was and the more highly adolescent perceived parents support and the lower impulsiveness was and the higher self-control was, the higher adolescent's adjustment to class, friends, teacher, school rules was.
Sixth, it showed that the variables which had effects on adolescent's adjustment to friends were their gender, family's economic level, parents' support. That is, female students showed higher adjustment to friends than male ones. Also, it showed that the higher family's economic level was and the more highly adolescent perceived parents support, the higher adolescent's adjustment to friends, was.
Seventh, it showed that the significant predictors of adolescent's adjustment to teachers were their grade, family's economic level, parents' support, their impulsiveness, and self-control. That is, the first graders showed higher adjustment to teachers than the second graders. Also, it showed that the higher family's economic level was and the more highly adolescent perceived parents' support and the lower impulsiveness was and the higher self-control was, the higher adolescent's adjustment to teacher was.
Eighth, it showed that the significant predictors of adolescent's adjustment to school rules were their grade, family's economic level, parents' support, their impulsiveness, and self-control. That is, the first graders showed higher adjustment to school rules than the second graders. Also, it showed that the higher family's economic level was and the more highly adolescent perceived parents' support and the lower impulsiveness was and the higher self-control was, the higher adolescent's adjustment to school rules was.
In conclusion, this study found that impulsiveness was the strongest predictor of adolescent's adjustment to both class and school rules. while father's support was the most important factor for adolescent's adjustment to friends and father's support was the most important factor for adolescent's adjustment to teachers. Therefore, the current study revealed that parents' support is crucial for children' adjustment to school life.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 청소년의 학교적응 6
• 2. 사회인구학적 변인과 청소년의 학교적응 10
• 3. 부모지지와 청소년의 학교적응 12
• 4. 자기통제와 충동성 및 청소년의 학교적응 14
• Ⅲ. 연구방법 18
• 1. 연구대상 18
• 2. 측정도구 19
• 3. 자료분석 22
• Ⅳ. 결과 및 해석 23
• 1. 조사대상자의 일반적 배경 23
• 2. 일반적 배경에 따른 부모지지, 자기통제, 충동성, 청소년의 학교적응 25
• 3. 사회인구학적 변인, 부모지지, 자기통제, 충동성이 청소년의 학교적응에 미치는 영향 31
• Ⅴ. 논의 및 결론 42
• 1. 요약 및 논의 42
• 2. 결론 및 제언 49
• 참고문헌 51
• ABSTRACT 63
• 질 문 지 67