대학생의 사회적 지지, 자아정체감이 학교생활 적응에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aims to find difference between social support, ego-identity and school life adjustment according to gender, grade, affiliation and to find the effect of social support and ego-identity on school life adjustment.
You can make the following conclusions based on the results derived from this study.
First, The results of this study, the differences according to gender, social support, self-identity, and school life adjustment.. Social support and ego-identity were higher more girls than boys. There was a meaningful difference between friend support, independence and assurance of subordinate factors. School life adjustment were higher more boys than girls. There was a meaningful difference between emotional adjustment and physical adjustment of subordinate factors. This result means, girls were higher social support and ego-identity than boys. because girls tended to have delicate interpersonal skills, familiar rapport and stable emotions. And, boys were better at school life adjustment than girls because boys tended to be full of activities and highly adaptable than girls.
Second, The results of this study, the grade according to the difference in social support, self-identity, and school life adjustment. Social support, ego-identity and school life adjustment were higher in the more upper grades. There was a meaningful difference between family support, independence, assurance and initiative, academic adjustment and attachment of subordinate factors. This result means, the more upper grades have high social support and ego-identity that had been shaped by his experiences during the campus life. So, they also have high school life adjustment.
Third, The results of this study, the differences in social support, self-identity, according to a series of school adjustment. Humanities social system and education system were higher in social support, ego-identity and school life adjustment. There was a meaningful difference between family support, professor support, independence, acceptance, assurance, orientation and initiative of subordinate factors.
Fourth, As a result of finding correlation between social support, ego-identity and school life adjustment following can be concluded. School life adjustment, there was high positive relationship between support of friend, family and ego-identity.
That is, support of friend and professor is the highest and the students who have high ego-identity adjust to school life well.
School life adjustment of the undergraduate is very important because school life is time to before to enter the society. So, this time is related to that career choice and quality of life depending on how to spend the time effectively.
So, in order to make the undergraduate adjust to school life well, the university make cross-fertilization arrangements among the students and between students and professor to improve supporting of friends and professor in school. Also, the school need to provides program to help students improve their ego-identity through carry out an ego-identity from the freshman.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 연구의 필요성 1
• 2. 연구의 목적 3
• 3. 연구의 제한점 3
• Ⅱ. 이론적 배경
• 1. 사회적 지지 4
• 1) 친구지지 5
• 2) 가족지지 6
• 3) 교수지지 8
• 2. 자아정체감 8
• 3. 학교생활 적응 10
• 1) 적응의 개념 10
• 2) 학교생활 적응의 개념 12
• 4. 사회적 지지, 자아정체감, 학교생활 적응간의 관계 13
• 1) 사회적 지지와 학교생활 적응간의 관계 13
• 2) 자아정체감과 학교생활 적응간의 관계 15
• Ⅲ. 연구방법
• 1. 연구대상 17
• 2. 연구의 도구 18
• 3. 연구의 절차 19
• 4. 자료의 처리 20
• Ⅳ. 연구결과
• 1. 성별에 따른 사회적 지지, 자아정체감, 학교생활 적응의 차이 21
• 1) 성별에 따른 사회적 지지의 차이 21
• 2) 성별에 따른 자아정체감의 차이 22
• 3) 성별에 따른 학교생활 적응의 차이 23
• 2. 학년에 따른 사회적 지지, 자아정체감, 학교생활 적응의 차이 24
• 1) 학년에 따른 사회적 지지의 차이 24
• 2) 학년에 따른 자아정체감의 차이 25
• 3) 학년에 따른 학교생활 적응의 차이 27
• 3. 계열에 따른 사회적 지지, 자아정체감, 학교생활 적응의 차이 29
• 1) 계열에 따른 사회적 지지의 차이 29
• 2) 계열에 따른 자아정체감의 차이 30
• 3) 계열에 따른 학교생활 적응의 차이 32
• 4. 사회적 지지, 자아정체감이 학교생활 적응에 미치는 영향 34
• 1) 사회적 지지, 자아정체감, 학교생활 적응간의 상관관계 34
• 2) 사회적 지지, 자아정체감이 학교생활 적응에 미치는 영향 35
• Ⅴ. 결론 및 제언
• 1. 결론 및 논의 37
• 2. 제언 39
• ※ 부록 46