청각장애부모를 둔 건청자녀의 부모화 경험이 학교적응에 미치는 영향 : 또래관계기술의 매개효과를 중심으로

다국어 초록 (Multilingual Abstract)

This study aims to verify if peer relational skill of children plays a mediating role in the relationship between parentification experience and school adjustment, focusing on the parentification experience as a factor, which affects school adjustment of children of Deaf adult(CODA). For achieving this purpose, research problems were set as follows.
First, does the inequality of parentification experience of hearing children of Deaf adult in adolescence affect school adjustment?
Second, does the peer relational skill play a mediating role in the relationship between inequality of parentification experience of hearing children of Deaf adult in adolescence and school adjustment?
In this study, a survey was conducted with 145 middle and high school students of users going to sign language interpretation centers and followers going to churches for the Deaf in cities, provinces, towns and counties all over the country.
The parentification experience was measured using the scale, which domestically adapted and modified FRS-A(Filial Responsibility Scale-Adult), and for looking into the effect of parentification on school adjustment, among the subordinate factors, inequality was regarded as parentification.
For measuring school adjustment, only the subordinate factors of school adjustment, class adjustment and life adjustment were used, except for those related to personal relationship in the questionnaire of Kim, Tae-yeon(2008) that modified and adapted the scale of Kim, Yong-rae(1993, 2000). Also, peer relational skill was measured using the scale of Yang, Yoon-ran and Oh, Gyeong-ja(2005).
For processing the collected data, the reliability of research tools was verified using SPSS 18.0 and Amos 18.0, and frequency analysis, descriptive statistic analysis, T-test and One-way ANOVA were conducted to understand general characteristics of Deaf parents and hearing children and children’s parentification propensity.
After the confirmatory factor analysis for investigating the correlation among major variables and construct validity of the scale, the indirect effects were identified using the structural equation model, and Sobel Test was carried out to verify significance.
The study results are as follows.
First, hearing children of Deaf adult in adolescence were experiencing more physical parentification and emotional parentification than those who were not the eldest children, and high school students were experiencing more emotional parentification and inequality than middle school students.
Second, there was a negative correlation between inequality of parentification and school adjustment and this implies that students had difficulties adjusting to school, as parentification deepened.
Third, when analyzing the path, which inequality of parentification reached school adjustment via peer relational skill, the path from parentification to peer relational skill was negatively significant and the path from peer relational skill to school adjustment was positively significant. This means that as parentification deepened, peer relational skill declined and as peer relational skill declined, school adjustment became harder.
Fourth, the path analysis result showed that after applying the peer relational skill, the influence between parentification and school adjustment lost significance and peer relational skill performed a fully mediating role in the relationship between parentification and school adjustment.
Therefore, development and intervention of program for improving the peer relational skill is necessary in order to reduce the negative influence of parentification experience of hearing children of Deaf adult and enhance school adjustment.

목차 (Table of Contents)

• ABSTRACT
• 제1장 서론 1
• 제1절 연구의 필요성 1
• 제2절 연구목적 및 문제 7
• 제3절 연구의 의의 8
• 제2장 문헌고찰 9
• 제1절 청각장애인의 특성 9
• 제2절 청각장애부모를 둔 건청자녀의 특성 13
• 제3절 청각장애부모를 둔 건청자녀의 청소년기 부모화 16
• 제4절 청각장애부모를 둔 건청자녀의 학교적응 21
• 제5절 청각장애부모를 둔 건청자녀의 학교적응, 부모화, 또래관계기술의 관계 25
• 1. 부모화와 학교적응 25
• 2. 또래관계기술과 학교적응 26
• 3. 부모화와 또래관계기술 29
• 제3장 연구방법 32
• 제1절 연구모형 및 연구가설 32
• 제2절 연구대상 및 자료수집 34
• 1. 연구대상 34
• 2. 자료수집 34
• 제3절 변수 및 조사도구 35
• 1. 부모화 35
• 2. 학교적응 37
• 3. 또래관계기술 38
• 4. 기타 변수 39
• 제4절 분석방법 40
• 제4장 연구결과 및 해석 42
• 제1절 조사대상자의 일반적 특성 42
• 1. 건청자녀의 일반적 특성 42
• 2. 청각장애부모 관련 일반적 특성 44
• 제2절 조사대상자의 부모화 46
• 제3절 연구변수의 특성 및 상관관계 49
• 1. 연구변수에 대한 기술통계 49
• 2. 연구변수 간의 상관관계 50
• 제4절 부모화, 또래관계기술 학교적응 측정모형 분석 51
• 1. 확인적 요인분석 51
• 2. 경로분석(매개효과 검증) 53
• 1) 총효과 분석 54
• 2) 매개경로 검증 55
• 3) Sobel 검증 57
• 제5장 결론 및 제언 59
• 제1절 결과 요약 59
• 제2절 연구의 사회복지적 함의 61
• 제3절 연구의 한계 및 제언 64
• 1. 연구의 한계 64
• 2. 후속연구를 위한 제언 65
• 참고문헌 68
• 부록 - 설문지 79