가정 내 사회자본이 중학생의 학업성취에 미치는 영향

국문 초록 (Abstract)

국 문 초 록

본 연구는 학업성취에 영향을 미치는 요인에 주목하여 특별히 부모- 자녀 관계의 사회자본이 학업성취에 미치는 영향력을 실증적으로 분석하기 위해 수행되었다.
이에 전국 단위 데이터인 한국교육종단연구(KELS. 2005) 원년도 데이터를 사용하여 부모-자녀관계를 기초로 한 가정의 사회자본 변인을 추출하고, 가정배경과 학업성취를 매개하는 효과를 분석하였다. 본 연구의 종속변수는 한국교육종단연구에서 별도로 실시한 국어 영어 수학 학업성취도 평가 점수를 합산한 평균이며, 독립변수는 가정의 사회 자본으로 세부 변인은 가족 규칙, 자녀와 함께 하는 활동, 학부모단체 가입여부, 학업생활관리, 자녀친구 부모와의 상호관계이다. 또한 가정배경으로써 학업성취에 영향을 미치는 요인으로 밝혀진 부모의 연령, 부의 학력, 가정 소득, 가족구조, 교육기대를 통제변인으로 투입하였다.
분석결과 가정 배경이 자녀의 학업성취에 미치는 정적인 영향을 확인할 수 있었다. 또한, 부모-자녀간 대화를 통해 신뢰를 형성하고 부모의 교육적 기대와 관심을 자녀가 인지하게 하는 것이 가정 배경과 별도로 학업성취에 일정 영향을 미치고 있음을 확인하였다. 한편, 부모가 자녀의 학업을 위해 생활상에 통제를 가하는 것은 학업에 부정적인 영향을 미칠 가능성을 보여주었다. 이것은 과제완성 여부에 대한 규범 설정변인이 학습에 부정적 영향을 미친다는 결과에 따른 것이다. 이는 학업이나 신체 발달에서 ‘전환기’에 이른 중학생 자녀에게 학업 관여 행위가 관심이 아닌 간섭으로 여겨질 가능성이 높기 때문으로 보인다. 이로써 가정 내 사회자본의 영향력도 자녀의 발달과정에 따라 차이가 있음을 알 수 있었다.
마지막으로 이 연구를 통해 가정 배경과 별도로 학업성취에 영향을 미치는 비물질적인 가정 내 사회자본의 영향력을 확인할 수 있었다. 이것은 가정의 사회경제적 배경이 지위성취와 연결되어 사회적 문제가 되는 현실에서 비물질적인 사회자본의 중요성의 인식과 가정 내 사회자본의 확충을 위한 노력이 학업성취 향상을 위한 하나의 대안으로써 확인되었다는 점에서 의의를 찾을 수 있을 것이다. 또한 자녀의 학업성취 향상을 위한 부모의 역할에 대한 시사점도 얻을 수 있었다. 중학생 자녀의 부모는 직접적 교육 지원의 한계를 인식하고, 직접 학습을 책임지려고 하거나 잦은 학교 참여를 통해 직간접적으로 자녀의 학업에 관여하려는 행위를 자제해야 하며, 지속적인 대화를 통해 학습동기를 자극하고 학업에 대한 적당한 긴장을 유지하도록 배려하는 것이 필요할 것으로 보인다.

목차 (Table of Contents)

• 【목 차】
• Ⅰ 서론 ··············································································· 1
• 1. 연구의 필요성 및 목적··························································· 1
• 2. 연구 내용 ·········································································· 6
• Ⅱ 이론적 배경 ········································································ 7
• 1. 학업성취에 영향을 미치는 요인 ·············································· 7
• 가. 학업성취의 개념 ································································ 7
• 나. 학업성취에 영향을 미치는 가정 요인 ·································· 8
• 1) 부의 학력 ···································································· 9
• 2) 가구소득 ······································································ 11
• 3) 가족구조 ······································································ 12
• 4) 교육기대 ······································································ 13
• 2. 가정 내 사회자본과 학업성취의 관계 ······································· 14
• 가. 사회 자본의 개념 및 국내외의 논의 ······································ 14
• 나. 가정 내 사회자본과 학업성취에 대한 선행연구 ······················· 19
• Ⅲ 연구방법 ········································································ 26
• 1. 연구대상 및 분석자료 ··························································· 26
• 가. 연구대상 ········································································· 26
• 나. 분석자료 ········································································· 27
• 2. 변수의 설정 ········································································· 29
• 가. 신뢰도분석 ······································································ 29
• 나. 종속변수 ········································································· 30
• 다. 독립변수 ········································································· 31
• 라. 통제변수 ········································································· 32
• 3. 분석방법 ············································································· 34
• Ⅳ 결과 및 논의 ····································································· 35
• 1. 분석결과 ············································································· 35
• 가. 연구대상의 일반적 특성····················································· 35
• 나. 가정 배경에 따른 학업성취도 차이 분석 ······························· 37
• 다. 가정 내 사회자본과 학업성취간의 상관관계분석 ··················· 42
• 라. 학업성취에 영향을 미치는 요인 ··········································· 45
• 1) 가정 배경이 학업성취에 미치는 영향 ··································· 45
• 2) 가정 내 사회자본이 학업성취에 미치는 영향 ······················· 46
• 3) 가정 배경과 가정 내 사회자본이 학업성취에 미치는 영향 ····· 48
• 2. 분석결과의 논의 ································································· 51
• Ⅴ 결론 ·············································································· 56
• 1. 요약 및 결론 ···································································· 56
• 2. 한계 및 제언 ···································································· 60
• 참고문헌 ·············································································· 62
• 부록 ················································································· 65
• (한국교육종단연구: KELS 2005 학부모설문지)