청소년의 자아존중감이 문제행동에 미치는 영향에 관한 연구 = (A) study of adolescents' self-esteem and its influence on their problem behavior

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out factors affecting the formation of adolescents' self-esteem such as parenting attitudes, family environment, school adjustment, religion and values. Then the researcher analyzed adolescents' problem behaviors by three theoretical perspectives: parental attachment, peer contacts, and religion. After investigating the factors influencing adolescent's problem behaviors and theirformation of self-esteem, the writer will present the relationship between problem behaviors and self-esteem in this study. By analysing adolescents' problems as a result of their self-esteem, we will broaden the range of understanding about adolescent problem behavior, furthermore, prevent behavioral problems, and provide information for improving health care for youth.
For this purpose the researcher investigaged of 815 high school students among eleven schools including five academic high school and two vocational high school in Cheongju city, and two academic high school and two vocational high school in countryside. The results of this study can be summarized as follows.
According to data analysis by general characteristics-gender, school, grade, scores, living standards, paternal occupation, religion, and baptism, more boys than girls caused more behavioral disorders such as self-centered actions and dishonest behavior, meanwhile, girls had more emotional disorders. Students of vocational high school had more problems than academic high school such asentertainment, hallucination, getting out of home, and violent behavior. And vocational high school sutdents showed more problems than academic high school students such as dishonesty, disorderly appearance, and bad attitude in preparing school lesson.
Academic high school students caused more problems than vocational school students such as sexual misbehavior, self-centered behavior, and emotional disorders, but significant differences were not found.
The first-year students and second-year students caused deliquent behaviors such as violence and self-centered behavior, and particularly？second-year students？brought more problems involving class preparation, bad attitude during class, and dishonesty issue. But the third-year students are least troublesome because of their college preparatory.
Students who get lower scores brought more problems such as delinquents, school maladjustment, and emotional disturbance. The group of a low standard of living caused many behavioral problems associated with dishonesty, while the group of high standard of living caused many behavioral problems related decorating appearance.
According to mother's occupation, it had no significantly difference in problem behaviors, but according to the father's job, the survey showed a significant difference in the entertainment and hallucinogenic behavioral problems, while, the group of father's job related technical or simple labor brought more problems in violence. There was no difference in adolescents' problem behavior whether the subject has religion or not, and has Christian baptism or not.

Next this study examined the difference in self-esteem of high schoolers according to general characteristics, and the result showed that academic schoolers had higher self-esteem than vocational schoolers. The group who has religion had higher the social self-esteem. And, groups who has excellent grades and wealthy family background showed higher self-esteem in all the sub-regions of the self-esteem. Parent's education degrees significantly affect in forming students' self-esteem. Those groups whose parents have degrees of elementary or middle school had lower self-esteem than groups whose parents have degrees of high school or college or graduate school. According to father's occupation, students group whose father has specialized job？or government service job had higher self-esteem than students group whose father has？simple labor job. But there was no significant difference on student's self-esteem according to mother's occupation, gender, or parents' survival.

Students of general education were better than vocational school in school adjustment skills such as, peer relationships, school rules, and classes. The better student's scores are, the better skilled the student in realationship with teachers or friends. The better student's living standards is, the better the student in adjusting in teachers, friends, classes, and rules.

In case that both parents are Christian, their rearing type represented the most accomplishing effect. Groups of high living standards showed the more affectionate, more fulfilled, and more reasonable in parents' rearing. The higher parents' educational level was generally the more affectionate, achievable, and reasonable. In the relationship between self-esteem and behavior problems, the higher self esteem was the lower problem behavior, especially in general self-esteem, domestic or school self-esteem. The overall self-esteem showed negative correlation with subordinate areas of behavior problems such as leaving home, property and violence, class preparation and attitude, self-centered behavior, dishonesty, and emotional disorders. At the same time those of higher self-esteem showed less problem behaviors. Meanwhile, higher self-esteem group showed orderly appearance in dress and others. The higher self-esteem group in school and domestic was found to be less problematic in its behaviors. In the relationship between self-esteem degree and school adjustment, the higher self-esteem stuents was adapted well in relating with school-teacher, peer, class, and rules. Parental rearing attitue oshowed a high correlation with self-esteem formation. Adolescent of high self-esteem was more affectionate, self-regulating, achieved and reasonable. Parenting attitudes was correlated with self-esteem in the social, domestic, and school. Especially domestic self-esteem was highly correlated with parenting a

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• A. 연구의 필요성과 목적 1
• B. 연구방법과 범위 4
• C. 연구사 6
• Ⅱ. 자아존중감에 관한 고찰 11
• A. 자아존중감의 개념 11
• B. 자아존중감의 변인 19
• C. 성경적 자아존중감 25
• Ⅲ. 문제행동의 영향요인 고찰 32
• A. 부모의 애착 관계 35
• B. 교사애착 관계 50
• C. 또래접촉 관계 59
• Ⅳ. 청소년 문제행동 예방프로그램 고찰 66
• A. 국내의 문제행동 예방프로그램 66
• B. 국외의 문제행동 예방프로그램 68
• C. 청소년 문제행동 예방대책 74
• Ⅴ. 연구방법 80
• A. 연구대상 및 자료수집 80
• B. 검사도구 81
• C. 자료분석 방법 96
• Ⅵ. 연구결과 97
• A. 일반적인 특성에 따른 문제행동 자아존중감 학교적응 부모
• 양육태도에서의 차이 97
• B. 자아존중감 부모양육태도 문제행동이 학교적응에 미치는 영향 123
• C. 자아존중감 문제행동 학교적응에 영향을 미치는 요인 131
• Ⅶ. 결론 및 제언 135
• 참고문헌 146
• ABSTRACT 158
• 부 록 164