자아탄력성, 긍정적 정서 및 사회적지지와 청소년의 가정생활적응 및 학교생활적응과의 관계 = (The) Relationships between Self-Resilience, Positive Emotion, Social Support and Adolescents' Adjustment in Family Life·School Life

다국어 초록 (Multilingual Abstract)

The purpose of the study was to specify the effects of gender, grade and family´s socioeconomic status to adolescents´s adjustment in family life and school life, to explore the influences of self-resilience, positive emotion and social supports on adolescents´ adjustment in family life and school life, and to find the differences in level of self-resilience, positive emotion and social supports according to the adjustment type.
The data were collected from 638 middle school students in pusan through the questionnaire method, were analyzed by the SAS program.
The major findings were as follows;
1. The score of family life adjustment was higher than the score of school life adjustment. The adolescents´ adjustment in family life and school life were differed by grade. The higher family´s socioeconomic status adolescents adjusted better in family life.
2. In general, adjustment in family life was affected by mother´s support, father´s supports, self-resilience, positive emotion, peer´s support. The best effective factor of adjustment in family life was social supports from mother. Factors that affected adjustment in family life were different depending on sex, grade, and family´s socioeconomic status. The boy´s adjustment in family life was affected by teacher´s supports, but girl´s adjustment in family life was not. The girl´s adjustment in family life was affected by peer´s supports. The first grader was influenced by teacher´s supports for their adjustment in family life. The adjustment in family life of the low family´s socioeconomic status adolescents was affected by peer´s supports.
3. In general, the adjustment in school life was increased by teacher´s supports, self-resilience, mother´s support, and positive emotion. The best effective factor of adjustment in school life was different depending on their sex, grade and family´s socioeconomic status. The girl´s adjustment in school life was influenced by mother´s supports and positive emotion. The second grader´s adjustment in school life was influenced by mother´s supports, and the third grader´s adjustment in school life was influenced by peer´s supports. The middle family´s socioeconomic status adolescents was affected by peer´s supports.
4. Self-resilience, positive emotion and social supports were different according to the adjustment type. Adjusted type has highest self-resilience, positive emotion and social supports and Maladjusted type has lowest self-resilience, positive emotion and social supports from teacher and peer were lower than those of adjusted type. School adjusted type´s self-resilience, positive emotion and social supports were lower than those of adjusted type.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 5
• 3. 용어의 정의 = 6
• Ⅱ. 이론적 배경 = 8
• 1. 청소년의 가정생활적응과 학교생활적응 = 8
• 2. 자아탄력성 및 정서성과 청소년의 생활적응 = 12
• (1) 자아탄력성과 청소년의 가정생활적응 및 학교생활적응 = 12
• (2) 정서성과 청소년의 가정생활적응과 학교생활적응 = 13
• 3. 사회적 지지와 청소년의 생활적응 = 15
• (1) 사회적 지지와 청소년의 가정생활적응 및 학교생활적응 = 15
• 4. 청소년의 자아탄력성, 긍정적 정서, 사회적 지지 및 생활적응과 관련변수 = 19
• (1) 성별 = 19
• (2) 학년 = 20
• (3) 사회경제적 지위 = 20
• Ⅲ. 연구 방법 = 22
• 1. 연구 대상 = 22
• 2. 측정 도구 = 22
• 3. 자료수집 절차 = 28
• 4. 자료분석 = 29
• Ⅳ. 연구결과 및 해석 = 30
• 1. 청소년의 가정생활적응 및 학교생활적응의 실태 = 30
• 2. 자아탄성력, 긍정적 정서 및 사회적 지지와 청소년의 가정생활적응 및 학교생활적응간의 관련성 = 33
• (1) 연구 변인들간의 상관관계 = 33
• (2) 청소년의 생활적응에 미치는 자아탄력성, 긍정적 정서 및 사회적 지지의 영향 = 34
• (3) 성별에 따른 청소년의 생활적응에 미치는 자아탄성력, 긍정적 정서 및 사회적 지지의 영향 = 37
• (4) 학년에 따른 청소년의 생활적응에 미치는 자아탄성력, 긍정적 정서 및 사회적 지지의 영향 = 39
• (5) 사회경제적 지위에 따른 청소년의 생활적응에 미치는 자아탄력성, 긍정적 정서 및 사회적 지지의 영향 = 42
• 3. 청소년의 가정 및 학교생활적응 유형에 따른 자아탄력성, 긍정적 정서 및 사회적 지지의 특성 = 46
• (1) 청소년의 가정 및 학교생활적응 유형 = 46
• (2) 청소년의 가정 및 학교생활적응 유형에 따른 자아탄력성, 긍정적 정서 및 사회적 지지의 차이 = 47
• Ⅴ. 논의 및 결론 = 49
• 1. 논의 = 49
• 2. 결론 및 제언 = 56
• 참고문헌
• 부록
• Abstract