학교 내 대안교실 참여 학생과 일반학생의 학교생활만족도분석 : 학업소진과 학교생활적응 중심으로

다국어 초록 (Multilingual Abstract)

M.A. thesis

Analysis on the school life satisfaction of students participating in alternative classes and regular students in the school
- Centered on academic burnout and adaptation to school life -

Yun, chae-hee


Major in Counseling Psychology
Graduate School of Education
Yeungnam University

(Supervised by Kim, Byoungjoo, Ph, D.)

Abstract

The objective of this research is to search for a direction to develop alternative classes by comparing the school life satisfaction of students participating in alternative classes and regular students, centered on academic burnout and adaptation to school life.
The related research problems are as follows:
1. What are the differences in terms of school life satisfaction, academic burnout and adaptation to school life between regular students and students participating in alternative classes?
2. What is the relationship among academic burnout, adaptation to school life and school life satisfaction?
2-1. What is the relationship among academic burnout, adaptation to school life and school life satisfaction of students participating in alternative classes in the school?
2-2. What is the relationship among academic burnout, adaptation to school life and school life satisfaction of regular students?
3. To what extent is the influence of academic burnout and adaptation to school life on school life satisfaction, respectively?
3-1. What is the impact of academic burnout and adaptation to school life on the school life satisfaction of students participating in alternative classes in the school?
3-2. What is the impact of academic burnout and adaptation to school life on the school life satisfaction of regular students?
In order to solve the research problems, a total of 11 schools located in North Gyeongsang province that operate alternative classes were randomly selected as the sample. Data was collected using the self-report type questionnaire method from 116 students participating in alternative classes and 125 regular students (having a total of 241 students). Data was collected and statistical analysis was done by using the SPSS 18.0 program.
The conclusions of this research are summarized as follows:
First, there was a difference in school life satisfaction between the students who participated in alternative classes and regular students. Among the subordinate elements, regular students and students participating in alternative classes showed no differences in satisfaction regarding school rules and special education, and among the other areas, regular students showed higher school life satisfaction in majority of the subordinate elements, such as general school life, interpersonal relationship, lecture and academic activities, education environment and social support. There was a difference in adaptation to school life between students participating in alternative classes and regular students. Among the sub-elements, regular students and students participating in alternative classes showed no difference in satisfaction regarding the adaptation to school friends, while regular students had better adaptation than students from alternative classes in terms of adaptation to school teachers, adaptation to studying (academics) and adaptation to school rules.
Second, both students from alternative classes in the school and regular students showed a significant relationship between the areas of incompetence, antipathy, exhaustion and indifference among academic burnout, and school life satisfaction. Higher academic burnout levels showed lower school life satisfaction. In terms of the relationship between adaptation to school life and academic burnout, there was a negative correlation wherein the presence of academic burnout led to poorer adaptation to school life.
Third, taking a look at the effects of academic burnout on the school life satisfaction of students from alternative classes and regular students - in the case of regular students, incompetence among the areas of academic burnout negatively influenced learning activities, and was statistically significant. In both groups, anxiety affected general school life, and in the case of students participating in alternative classes, anxiety affected their education environment. Indifference, among the fields of academic burnout, significantly influenced the general school life of students participating in alternative classes, and negatively affected the school life satisfaction of regular students in terms of school life, learning activities, education environment, school rules and special education, and social support.
Looking at the effect of adaptation to school life on school life satisfaction of students participating in alternative classes and regular students, both groups displayed significant effect in terms of adaptation to homeroom advisers. Adaptation to school friends positively affected both groups in terms of social support, and in the case of regular students, the area of interpersonal relationship also received a significant impact. Adaptation to school lessons positively affected the students from alternative classes in terms of their learning activities among school life satisfaction, while it had negative effects in the case of regular students.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 학교생활만족도 7
• 2. 학업소진 10
• 3. 학교생활적응 12
• 4. 학교 내 대안교실 19
• 5. 선행연구 고찰 20
• Ⅲ. 연구방법 23
• 1. 연구대상 23
• 2. 연구절차 24
• 3. 측정도구 26
• 4. 자료처리 28
• Ⅳ. 연구결과 30
• 1. 일반학생과 대안교실참여 학생들 간의 학교생활만족도, 학업소진, 학교생활적응도의 차이 30
• 2. 중학생의 학업소진과 학교생활적응, 학교생활만족도간의 미치는 상관관계 32
• 3. 중학생의 학업소진과 학교생활적응이 학교생활만족에 미치는 영향 38
• Ⅴ. 논의 42
• Ⅵ. 결론 및 제언 48
• 참고문헌 52
• Abstract 58
• 부록 63