靑少年의 學校生活 適應行動에 관련되는 社會·心理的 變因들의 構造的 分析 = (A) structural analysis of the social and psychological variables related to adolescents' school adjustment behaviors

다국어 초록 (Multilingual Abstract)

The major purpose of this study was to investigate the structural relationships of the social and psychological variables to the adolescents' school adjustment behaviors.
The findings of the study will provide a basic framework for the structural understanding of adolescents' successful school adjustment, and for the development of the intervention strategies to help adolescent adjust well to school life.
The questions that this study addresses to answer are as follows :
First, What is the structural relationship between social-psychological variables and adolescents' school adjustment behaviors?
Second, are there any differences between middle and senior high school students in the patterns of the structural relationship of social-psychological variables to adolescents' school adjustment behaviors?
Based on the previous research and theoretical considerations, the study has chosen four exdogenous variables(e.g., the quality of relationship to parents, teachers, and friends, the history of school achievement) and two endogenous variables(e.g., academic motivation, psychological well-being) as independent variables of school adjustment.
Participants in the present study were 769 students, including 382 middle school students and 387 high school students from 12 secondary schools in Daejon city and Chungnam province, Korea.
The survey instruments developed for this study were Human Relationship Scale, Academic Motivation Scale, Psychological Well-being Scale, School Adjustment Scale, and Scale of School Achievement History. The validity of these scales was ascertained by the exploratory and confirmatory factor analysis. The reliability coefficients' Cronbach a of these scales ranged from .83 to .95.
Statistical methods employed for data analyses were the path analysis and confirmatory factor analysis by LISREL 8.12a.
The results of the study are as follows :
First, four exdogenous and two endogenous variables have direct and indirect influences on the adolescents' school adjustment behaviors via 12 pathways, and their explanatory power of the total variance of school adjustment was 57%.
Systematically looking at each variable's effect path, we find the quality of relationships with parents and teachers has direct effects on adolescents' school adjustment, and indirect influences as well by affecting their academic motivation and psychological well-being. The quality of peer-adolescent relationship has an indirect influence on their school adjustment via psychological well-being. The history of school achievement has a direct influence on the school adjustment, and also, an indirect influence through academic motivation. The academic motivation has a direct effect on adolescents' school adjustment as well as an indirect influence through psychological well-being, but the psychological well-being has only a direct effect on the school adjustment.
Adolescents' school adjustment behaviors could be explained significantly by academic motivation, psychological well-being, and history of school achievement. For academic motivation, the most contributive variables are student-teacher relationship, and history of school achievement. Psychological well-being is explained significantly by the quality of peer relationship.
Second, the structural relationship of the variables to school adjustment behaviors is different between middle school students and high school students.
In the case of middle school, the most contributive variables to the school adjustment behaviors are academic motivation and history of school achievement, whereas for high school, they are academic motivation and psychological well-being. The most contributive variables to the academic motivation for middle school students are the history of school achievement and the quality of peer relationship, but for high school students, it is the quality of teacher relationship. The most contributive variable to the psychological well-being of middle school students is peer relationship, whereas that of high school students is the quality of relationship with parents.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 연구문제 = 6
• C. 용어의 정의 = 6
• D. 연구의 범위 = 9
• II. 이론적 배경 = 10
• A. 청소년의 학교생활 적응 = 10
• 1. 청소년기의 특징과 발달과업 = 10
• 2. 청소년의 학교생활 적응 = 13
• B. 청소년의 학교생활 적응행동 관련 변인 = 25
• 1. 심리적 변인 = 25
• 2. 사회적 변인 = 31
• 3. 배경 변인 = 42
• III. 연구방법 = 45
• A. 분석모형 설정 = 45
• B. 자료수집 대상 = 48
• C. 측정도구 = 49
• D. 자료수집 및 분석 = 58
• IV. 연구결과 및 해석 = 60
• A 학교생활 적옹행동과 사회·심리적 변인들간의 관계 = 60
• B. 학교급별에 따른 학교생활 적응행동과 사회·심리적 변인들간의 관계 = 66
• V. 논의 및 결론 = 75
• A. 논의 = 75
• B. 결론 및 제언 = 81
• 참고문헌 = 87
• 영문초록 = 99
• 부록 = 103