아동이 지각한 부모-자녀간 의사소통 방식 및 스트레스 대처행동과 아동의 행동문제와의 관계 = (The) relationships among children's perceived parent-child communication style, stress coping behaviors and behavior problems

다국어 초록 (Multilingual Abstract)

The purpose of this study is to get basic data which is needed for understanding school-age children's parent-child communication style, stress coping behaviors and child behavior problems.
The research questions were as follows :
1. What is the general trend of parent-child communication style, stress coping behaviors and child behavior problems?
2. Is there any difference between children's stress coping behaviors and behavior problems according as parent-child communication style?
3. What are the relationships among child perceived parent-child communication style, stress coping behaviors and child behavior problems?
4. How much are the relevance between parent-child communication style about child behavior problem and stress coping behavior?
The subject of this study were 362 primary school children (forth graders and sixth graders) and their mother, attending 5 primary schools located in Daejeon Metropolitan City, Korea.
The research tools included standardized parent-child communication style scale (Min, 1991), stress coping behaviors scale (Min, 1998) and child behavior problems scale (Hun, 1996). The data were analyzed using statistical techniques such as Mean, standard deviation, frequency, percentile, t-test, F-test, pearson's correlational analysis, stepwise regression analysis.
The results of this study are as follows :
First, when we look at child perceived parent-child communication style, we can find out that children are making open communication with their parents and are communicating more openly with their mother than their father. Girls are making more open communication with mother than boys are. Six grade students are making more closed communication with their father than four grade students do. The more educated and the wealthier their parents are, children have tendency to make more open communication with their father.
Secand, problem-solving coping behavior and high support-seeking coping behavior are high in child stress coping behaviors. Boys have higher problem-solving coping behavior, support-seeking coping behavior and avoidance·negative coping behavior than girls do. Six grade students have higher revenge, support-seeking coping behavior.
Third, anxious behavior and hyperactive behavior are high, and withdrawn behavior and aggressive behavior are low in child behavior problems. The wealthier they are, the less children have behavior problems.
Fourth, in the relationship between child perceived parent-child communication style and stress coping behaviors, the children who make open communication with their parents have high problem-solving coping behavior, support-seeking coping behavior, the children who make open communication with their mother have high avoidance·negative coping behavior. The children who make closed communication with their father have high hope·expectation coping behavior, and the child who make closed communication whit their parents have high revenge coping behavior. It show that the children who make open communication with their parents do coping behavior toward solving stress positively and affirmatively.
Fifth, in relationship between child perceived parent-child communication style and child behavior problem, the children who are making more closed communication with their parents have more behavior problems. The children who are making more closed communication with their mother have more hyperactive behaviors, aggressive behaviors, and immature behaviors, and the children who are making more closed communication have more anxious behaviors and withdrawn behaviors.
Sixth, in relationship between child stress coping behaviors and behavior problems, the more children do problem-solving coping behavior, support-seeking coping behavior, the less they have problem behavior. The more children do hope·expectation coping behavior, revenge coping behavior, the more they have problem behavior. Hope·expectation coping behavior and problem-solving coping behavior is the factors which explain whole behavior problems well. It shows that when they are stressed, the children who are not willing to solve problems directly and willing to do hope·expectation behavior have more behavior problems.
Seventh, in relationship between parent-child communication style about behavior problem and stress coping behavior, mother-rejecting inhibition, hope·expectation coping behavior and problem-solving coping behavior are the factors which explain whole behavior problems well. It shows that children who make more closed communication with their mother tend to do more hope·expectation coping behavior and children who are not willing to solve their problems directly tend to many behavior problems.
Through these results, we can find out that parent-child communication style and stress coping behavior have an influence on child behavior problem, and parent-child communication style has an effect on stress coping behavior. If parent-child communication is made openly in home which has many influence on children, children act toward solving their stress positively have little behavior problem. When they are stressed, the more the children act positively, the little they have behavior problem.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 6
• Ⅱ. 이론적인 배경 = 7
• 1. 부모-자녀간 의사소통 = 7
• 1) 의사소통의 개념 = 7
• 2) 부모와 자녀간 의사소통의 중요성 = 8
• 3) 부모와 자녀간 의사소통의 유형 = 9
• 2. 스트레스 대처행동 = 11
• 1) 스트레스 대처행동의 개념 = 11
• 2) 스트레스 대처행동의 유형 = 13
• 3) 아동의 스트레스 대처행동 = 14
• 3. 행동문제 = 16
• 1) 행동문제의 개념 = 16
• 2) 행동문제에 대한 이론적 관점 = 18
• 3) 행동문제의 유형분류 = 20
• 4. 부모-자녀간 의사소통과 아동의 행동문제 = 22
• 5. 아동의 스트레스 대처행동과 행동문제 = 24
• Ⅲ. 연구방법 = 26
• 1. 연구대상 = 26
• 2. 측정도구 = 28
• 1) 부모-자녀간 의사소통 방식 = 28
• 2) 아동의 스트레스 대처행동 = 30
• 3) 아동의 행동문제 = 32
• 3. 연구 절차 = 33
• 1) 예비조사 = 33
• 2) 본조사 = 34
• 4. 자료처리 = 34
• Ⅳ. 연구결과 및 해석 = 35
• 1.부모-자녀간 의사소통 방식 = 35
• 1) 부모-자녀간 의사소통의 하위요인별 수준 = 35
• 2) 사회인구학적 변인에 따른 부모-자녀간 의사소통 방식 = 36
• 2. 아동의 스트레스 대처행동 = 38
• 1) 스트레스 대처행동의 하위요인별 수준 = 38
• 2) 사회인구학적 변인에 따른 아동의 스트레스 대처행동 = 39
• 3. 아동의 행동문제 = 40
• 1) 행동문제의 하위요인별 수준 = 40
• 2) 사회인구학적 변인에 따른 아동의 행동문제 = 41
• 4. 부모-자녀간 의사소통 방식의 부모 특성 조합에 따른 아동의 스트레스 대처행동 및 행동문제의 차이 = 43
• 1) 부모-자녀간 의사소통 방식의 부모 특성 조합별 수준 = 43
• 2) 부모-자녀간 의사소통 방식의 부모 특성 조합에 따른 스트레스 대처행동의 차이 = 44
• 3) 부모-자녀간 의사소통 방식의 부모 특성 조합에 따른 행동문제의 차이 = 46
• 5. 아동이 지각한 부모-자녀간 의사소통 방식, 스트레스 대처 행동 및 아동의 행동문제의 관계 = 48
• 1) 아동이 지각한 부모-자녀간 의사소통 방식과 스트레스 대처행동의 관계 = 48
• (1) 부모-자녀간 의사소통 방식과 스트레스 대처행동의 상관관계 = 48
• (2) 스트레스 대처행동에 대한 부모-자녀간 의사소통의 설명력 = 49
• 2) 아동이 지각한 부모-자녀간 의사소통 방식과 행동문제와의 관계 = 51
• (1) 부모-자녀간 의사소통 방식과 행동문제의 상관관계 = 51
• (2) 행동문제에 대한 부모-자녀간 의사소통의 설명력 = 52
• 3) 아동의 스트레스 대처행동과 행동문제와의 관계 = 54
• (1) 아동의 스트레스 대처행동과 행동문제의 상관관계 = 54
• (2) 행동문제에 대한 스트레스 대처행동의 설명력 = 55
• 4) 아동의 행동문제에 대한 부모-자녀간 의사소통 방식과 스트레스 대처방법의 상대적 설명력 = 57
• Ⅴ. 논의 및 결론 = 59
• 1. 요약 및 논의 = 59
• 2. 결론 및 제언 = 66
• 참고문헌 = 71
• ABSTRACT = 77
• 부록1 아동용 질문지 = 81
• 부록2 부모용 질문지 = 87