일반계고등학교 학생들의 교우관계에 관한 조사연구 : 남녀공학과 비 공학을 중심으로 = (A) study on the peer relationship of academic high school students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the influential factors for the peer relationship of academic high school students, to suggest some of the right directions for their peer relationship, and ultimately to provide some information on their guidance. A research study was implemented by conducting a survey on academic high school students in the city of Busan to look for any possible differences in the peer relationship of the academic high school students.
The following research questions were posed:
1. What differences does the gender of students make to their peer relationship? Are there any gaps between coed schools and single-gender schools according to gender in that regard?
2. What differences does the academic standing of students make to their peer relationship?
3. What differences does the academic credential of parents make to their peer relationship?
The subjects in this study were 1,200 students who were selected from 20 academic high schools in the city of Busan in consideration of gender, academic standing and the educational level of parents. After a survey was conducted, the answer sheets from every student were gathered, and the answer sheets from 1,173 students were finally selected except for 27 incomplete ones.
The collected data were analyzed with a SPSS(Statistical Package for the Social Science) WIN 15.0 program. A factor analysis and Cronbach alpha coefficient were utilized to verify the validity and reliability of the selected variables, and statistical data on frequency and percentage were obtained to find out the general characteristics of the students. Besides, t-test, one-way ANOVA and two-way ANOVA were carried out to grasp the peer relationship of the academic high school students, and Scheffe test was conducted to make a post-hoc analysis. The level of statistical significance was set at 5 percent.

The findings of the study were as follows:
1. Peer Relationship by Gender and Attending Coed School or Not
(1) Peer relationship by gender
As a result of checking the peer relationship of the high school students by gender, the boys hung out with friends more than the girls, and pursuit of fashion and conflicts with friends were more prevailing in the former than in the latter. The boys were better at the choice of friends and more affected by them than the girls. The girls got more help from friends and were more approved by them than the boys.
2) Peer relationship by the kind of school
As a result of investigating the peer relationship of the high school students in consideration of whether to attend coed or single-gender school, the students from noncoed schools hung out with friends more than the others from coed schools, and pursuit of fashion, rivalry and confidence were more prevailing in the former than the latter. The students from coed schools were under the greater influence of friends than their counterparts.
3) As a result of making analyses of variance, gender and whether to attend coed school or not had no main effect on peer relationship in general, and the two variables produced no interaction effects, either.
2. Peer Relationship by Academic Standing and Attending Coed School or Not
1) Peer relationship by academic standing
As a result of checking their peer relationship by academic standing, the underachieving students hung out with friends and sought fashion more than their counterparts. Rivalry was more stronger among those who performed better in school, and those students had a better peer relationship. The underachieving students experienced more conflicts than the others, and those whose academic standing was intermediate put more confidence in friends than the others. The high achievers were better at choosing friends than the others.
2) Peer relationship by the kind of school
As a result of examining the peer relationship of the high school students in consideration of whether to attend coed school or not, the high achievers got better scores in peer relationship on the whole. The high-performing students from coed schools got a mean of 3.08, which was the highest score, and the underachievers from coed schools got a mean of 3.04, which was the lowest score.
3) As a result of making analyses of variance, there were significant gaps in peer relationship according to gender at the p<.05 level of significance. The main effect and interaction effect of the kind of school made no statistically significant differences to that. Therefore the high- achieving students were found to have a better peer relationship.
3. Peer Relationship by Parent Educational Level and the Kind of School
1) Peer relationship by father educational level
As a result of investigating the peer relationship of the high school students by the academic level of fathers, the students whose fathers received college or higher education got more help from friends and were more approved by them, and they had a more friendly peer relationship.
2) Peer relationship by the kind of school
As a result of analyzing the peer relationship of the high school students in consideration of whether to attend coed school or not, the students whose fathers received college or higher education scored higher than the others whose fathers received high-school or lower education, no matter whether their schools were coed or not. The noncoed school students whose fathers received college or higher education got 3.10, which was the highest score, and the coed school students whose fathers received high-school or lower education got 3.03, which was the lowest score.
3) As a result of making analyses of variance, the main effect and interaction effect of the academic credential of the fathers made statistically significant differences to peer relationship at the p<.01 and p<.05 level of significance respectively on the whole, and the main effect of the kind of school produced no statistically significant differences. Therefore the students whose fathers received college or higher education had a better peer relationship than the others whose fathers received high-school or lower education, and the noncoed school students whose fathers received college or higher education had a better peer relationship than the others.
4) Peer relationship by mother academic credential
As a result of checking the peer relationship of the high school students by mother academic credential, the students whose mothers received college or higher education were better than the others whose mothers received high-school or lower education at the choice of friends and peer relationship.
5) Peer relationship by the kind of school
As a result of investigating the peer relationship of the high school students in consideration of whether to attend coed school or not, the students whose mothers received college or higher education scored higher than the others whose mothers received high-school or lower education in peer relationship on the whole, no matter whether they attend coed school or not. The single-gender school students whose mothers received college or higher education got 3.10, which was the highest score, and the coed school students whose mothers received high-school or lower education got 3.02, which was the lowest score.
6) As a result of making analyses of variance, the main effect of mother academic credential made a statistically significant difference to peer relationship at the p<.01 level of significance, and the main effect and interaction effect of the kind of school produced no statistically significant differences. Accordingly, the students whose mothers received college or higher education had a better peer relationship than the others whose mothers received high-school or lower education.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• Ⅱ. 이론적 배경 4
• 1. 청소년 교우관계의 특징 4
• 2. 청소년의 교우관계의 중요성 6
• 3. 청소년 교우관계에 영향을 주는 요인 11
• 가. 성별 11
• 나. 가정배경변인 13
• 다. 학업성취도 15
• Ⅲ. 연구방법 17
• 1. 연구대상 및 표집 17
• 2. 변인 및 측정도구 19
• 가) 질문지를 사용한 이유 22
• 나) 질문지 구성요인 23
• 다) 질문지의 타당도와 신뢰도 24
• Ⅳ. 결과 및 해석 27
• 1. 교우관계의 수준 또는 상황 27
• 2. 성별 간 교우관계의 차이 33
• 3. 남녀공학 여부에 따른 교우관계 34
• 4. 학업성적에 따른 교우관계의 차이 38
• 5. 가정배경(부모의 학력)에 따른 교우관계의 차이 40
• Ⅴ. 결론 43
• 1. 요약 43
• 2. 결론 44
• 3. 제언 46
• 참고문헌 47
• 설 문 지 51
• ABSTRACT 58