適應 및 不適應行動의 特性과 關係 變因 = (The) charcteristics of adjustment and behavior and their relative variables

다국어 초록 (Multilingual Abstract)

The purpose of this study is first to point out the detailed behaviorial patterns by which teachers regard students as adjusted or maladjusted, second, to find out the relevance of adjusted or maladjusted behaviors to home environments such as religion, parents' occupation and educational background, birthorder, number of brothers and sisters, number of family members, time contactable with parents and cultural background, and third, to clarify the relationship between adjusted and maladjusted behaviors and scholastic knowledge. The summarized results of the study to reach such goal are as follows:
Out of 644 elementary school 4th graders, 60 have been selected as those adjusted to school life, while 31 have been selected as maladjusted. The teachers in charge of the students were asked to state the behaviorial characteristics of adjusted and maladjusted students. Analyzing what they have stated, it has been proved that adjusted students have 35 behaviorial patterns while maladjusted students 25.
Let me summarize them. Adjusted students are more interested in intellectual activities, more active, progressive and good-mannered. They have emotional stability and have harmonious personal relation. They are concentrated on a work for a comparatively long period of time. In the meantime, maladjusted students have been characterized by emotional instability in behaviors. Such behaviorial features have been subdivided into 6 spheres, i.e. intellectual activities, scholastic activities, sincerity, emotional stability, personal relation and physical activities, and a relevance table has been made to see how a behaviorial feature which a student has in a sphere is interrelated to behaviorial characteristics which belong to other spheres. As a result, it has been proud that a student showing desirable behaviorial characteristics in a sphere is generally possessed of such features also in other spheres and the interrelationship between behaviorial characteristics in respective spheres is various.
As for the relevance of adjusted and maladjusted students to have environments, it has been shown that father's occupation and education, mother's education, time contactable with parents at home, having a home study instructor or not, the way of occupying the residence, and cultural backgrounds such as the owning or not of a study room, car, V.T.R., telephone etc. act ac very desirable factors for students' adjusted behaviors while religion of the family, mother's occupation, number of sisters and brothers, birthorder and number of family members have no relevance thereto.
Considering the general inclination that teachers in charge attach the prime importance to scholastic achievement in the course of selecting adjusted or maladjusted students, the relationship between scholastic achievement and adjusted or maladjusted behaviors shall require an even deeper study, and another study shall be made in regard to the process that home environments act on students' adjustment.

목차 (Table of Contents)

• 목차
• I. 緖論 = 1
• 1. 硏究의 必要性 및 目的 = 1
• 2. 硏究의 背景 = 2
• 1) 適應行動과 不適應行動 = 2
• 2) 行動에 影響을 미치는 要因 = 5
• II. 硏究의 方法 = 8
• 1. 對象 = 8
• 2. 適應 및 不適應行動 調査 = 9
• 3. 家庭環境 調査 = 10
• 4. 學力 調査 = 10
• 5. 資料의 處理 = 10
• III. 結果 및 解析 = 11
• 1. 適應行動과 不適應行動의 特性 = 11
• 2. 適應 및 不適應行動 特性間의 關係 = 15
• 3. 適應行動과 家庭的 背景과의 關係 = 20
• 4. 適應行動과 學力과의 關係 = 31
• IV. 結論 = 32
• 參考文獻 = 34
• 英文抄錄 = 36