시설아동과 일반아동의 학교적응에 관한 비교 연구 = COMPARATIVE STUDY ON THE ADAPTATION BETWEEN ACCOMMODATED CHILDREN AND ORDINARY CHILDREN AT SCHOOL

다국어 초록 (Multilingual Abstract)

In this study, I compared the differences of the adaptation of the accommodated children according to the grades with those of the ordinary children and tried to understand the features of the adaptation of the accommodated children at school more clearly. Through this, it can be tried to find the earlier solution to improve the low achievement in school record which is prevalent in many accommodated children or to lower the sense of alienation of accommodated children in the school life.
Following research topics were arranged to fulfill these purposes of study.
1. Are there meaningful differences in the relationship with the teacher, the relationship with friends, the attitude at class, observance in the rule of school between accommodated children and ordinary children?
2. According to the grades and sex, are there meaningful differences in the relationship with the teacher, the relationship with friends, the attitude at class, observance in the rule of school between accommodated children and ordinary children?
In the case of ordinary children and teenagers, the various factors which give affects on the adaptation have been examined closely but in the case of accommodated children, the actual condition of adaptation at school has not yet been studied.
So, this study is focused mainly on the research of the actual condition.
The subjects of analysis are 220 pupils of 5th and 6th graders consisted of accommodated and ordinary elementary school children in Daegu city.
The collection of data for this study was performed from Sep. 7 to Sep. 23. 2001.
The methods for statistics and analysis are average, standard deviation, t-test, two way variance analysis.
The results of this study are as follows.
Firstly, accommodated children showed more difficulties in the relationship with friends, the attitude at class and the observance in the rule of school than ordinary children in the adaptation at school life.
Secondly, in the differences of the adaptation at school life between accommodated children and ordinary children according to the grades and sex, accommodated children showed no meaningful difference according to grades and sex, only female 6th graders of accommodation showed by far lower point in the domain of the attitude at class than other groups. Ordinary children showed no meaningful difference according to the grades and sex but only 6th graders showed much lower point in the domain of the relationship with teacher than other groups.
On the basis of these results, I presented an improvement plan to reform the adaptation of accommodated children at the school life into helpful and interesting ones as follows.
Firstly, the counseling should be fortified to widen the understanding on the accommodated children and the chances should be arranged to integrate age groups with one another through widening the opportunity of visiting home and accommodation.
Secondly, supplementary class on the basic learning such as after-class individual teaching should be practiced to arouse the interest and desire on the learning.
Thirdly, every childcare-giver could teach norms and rules individually to the proper number of children.
Fourthly, above all, the voluntary supporter who could present educational, social and emotional backup to rear the accommodated children into full-fledged, positive and healthy members of society should be linked as an sponsor and the accommodated children could get their self-confidence and self-esteem and grow into full-fledged, positive and mature members of society.

목차 (Table of Contents)

• 목차
• Abstract
• I. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구목적 = 3
• 3. 연구방법 = 4
• II. 이론적 배경 = 5
• 1. 아동의 학교적응에 관한 선행연구의 동향 = 5
• 2. 아동의 학교생활에 영향을 미치는 요인들 = 8
• 3. 시설아동의 특징 = 12
• III. 연구방법 = 14
• 1. 조사 설계 = 14
• 2. 변수의 조작적 정의 및 측정 = 16
• 3. 분석방법 = 19
• IV. 분석 결과 = 20
• 1. 조사 대상자의 일반적 특성 = 20
• 2. 시설아동과 일반아동의 학교적응 비교 = 21
• 3. 학년 및 성별에 따른 시설아동의 학교적응 = 23
• 4 .학년 및 성별에 따른 일반아동의 학교적응 = 25
• V. 논의 및 결론 = 27
• 1. 논의 = 27
• 2. 결론 = 31
• 참고문헌 = 33
• 부록 = 37