이혼가정아동의 우울과 학교적응 : 가족유형별 비교를 중심으로

다국어 초록 (Multilingual Abstract)

This research focuses on provide information on improving psychosocial adaptation and understand characteristics of children in divorced families through examining socio-demographic variables, divorced variables, environmental variables, parental variables and child variables as the main factors affecting depression and school adaptation of children in divorced families.
The major findings were as follows:
First, whether children of the divorced family meet the other parents or not, move or transfer to a new school since their parents' divorce, whether there is some explanation for the divorce or not, how old they are when the divorce finalized, all the things don't make any meaningful difference. but, about 70% of children of the divorced family don't meet the other parents, about 36% of them experienced change of the environments since the divorce, about 66% of them were not given any explanation about reasons for the divorce or change since their parents' divorce until the divorce finalized. so, it is assumed that most of the children suffer a great deal.
Second, there weren't statistically significant differences on the scores of depression and school adaptation by family structure among children in divorced families. However, results that need further careful consideration are that children from the custodial mother families showed higher children's observance of school regulation compared to the custodial father families and the custodial grandparent families.
Third, the variables that affect depression among the children from divorced family structure were relatively different. Among the children from the custodial mother in divorced families, the major influential individual variables were in the following order: perception on parental divorce, parenting behaviors, social support, self control, economical level. Among the children from custodial father in divorced families, the major influential individual variables were in the following order: parenting behaviors, self control. Among the children from custodial grandparent in divorced families, the major influential individual variables were in the following order: grandparenting behaviors, perception on parental divorce.
children's depression from custodial mother in divorced families were the most influential variables was perception on parental divorce, whereas children's depression from the custodial father in divorced families and children's depression from the custodial grandparent in divorced families were the most influential variables was parenting behaviors.
Fourth, the variables that affect school adaptation among the children from divorced family structure were relatively different. Among the children from the custodial mother in divorced families, the major influential individual variables were in the following order: self control, social support, parenting behaviors, perception on parental divorce. Among the children from the custodial father in divorced families, the major influential individual variables were in the following order: social support, parenting behaviors, self control. Among the children from the custodial grandparent in divorced families, the major influential individual variables were in the following order: grandparenting behaviors, economical level, social support. Children's school adaptation from the custodial mother in divorced families were the most influential variables was self control, whereas children's school adaptation from the custodial father in divorced families were the most influential variables was social support, but children's school adaptation from the custodial grandparent in divorced families were the most influential variables was grandparenting behaviors.
Through this comparison, this study examined the relative influence of variables that affect the children's depression and school adaptation and proposed intervention for improvement of children's psychosocial adaptation in divorced families.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 및 모형 7
• 3. 용어의 정의 9
• Ⅱ. 이론적 배경 11
• 1. 이혼가정의 현황 및 가족유형 11
• 2. 이혼가정아동의 우울과 학교적응 19
• 3. 아동의 우울과 학교적응에 영향을 미치는 변인 30
• Ⅲ. 연구방법 41
• 1. 연구대상 41
• 2. 조사도구 44
• 3. 연구절차 49
• 4. 자료분석 49
• Ⅳ, 연구결과 및 해석 51
• 1. 이혼가족유형에 따른 관련변인들의 차이 51
• 2. 이혼가정아동의 우울에 대한 관련변인들의 상대적 영향력 62
• 3. 이혼가정아동의 학교적응에 대한 관련변인들의 상대적 영향력 75
• Ⅴ. 논의 및 결론 85
• 1. 요약 및 논의 85
• 2. 결론 및 제언 96
• 참고문헌 100
• 영문초록 121
• 부록 124