부부갈등과 부모-자녀관계 및 아동의 학교적응간의 관계 = (The) relationships among interparental conflict, parent-child relationships and children's school adjustment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationships among interparental conflict, Parent-Child relationships, and Children's school adjustment.
In order to achieve the purpose, the following questions were raised:
First, are there any relationships between interparental conflict and Children's school adjustment?
Second, are there any relationships between Parent-Child relationships and Children's school adjustment?
Third, are there any relationships between interparental conflict and Parent-Child relationships?
There were 744 of the fourth and sixth graders chosen from elementary school in Seoul and Kyung-gi area in Korea as a subject for study.
As a measurement instrument, Grych(1992)'s Children's Perception of Interparental Conflict Scale(CPIC) translated in Korean by Kwon and Lee(1986) for measuring interparental conflict was used. Parker's The Parent Bonding Instrument translated in Korean by Song(1992) for measuring Parent-Child relationships was used as well. In addition to that Children's school adjustment scale by Yoo(1994) was used.
The collected data was analyzed by SPSS computer program: Correlation, Simple Regression Analysis, and Multiple Regression Analysis.
The results of the study are as follows:
First, based on the study of the relationships between interparental conflict and children's school adjustment, as interparental conflict was great, children intended to have more trouble with teachers and classmates. It was also proved that the children had a hard time adjusting themselves in school and school policies.
Second, according to the study of relationships between parent-child relationship and children's school adjustment, it was shown that children tend to adjust themselves to school life as long as their parents took good care of them with love. Moreover, it was turned out that children had a less tendency to adjust themselves to school as their mother excessively concerned about her children with too much restriction on them.
Third, it was noted that parents were not able to take good care of their children as the rate of interparental conflict increases. Also the parents had a tendency to show too much concern about their children as well as too much restriction on them.

목차 (Table of Contents)

• 목차 = Ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• Ⅱ 이론적 배경 = 4
• 1. 부부갈등 = 5
• 1) 정의 = 5
• 2) 부부갈등이 아동에게 미치는 영향 = 6
• 2. 부모-자녀관계 = 8
• 1) 정의 및 유형 = 8
• 2) 아동의 학교적응에 있어서 부모-자녀관계의 중요성 = 11
• 3. 부부갈등이 부모-자녀 관계에 미치는 영향 = 13
• 4. 아동의 학교적응 = 15
• 1) 아동기의 정의와 특징 = 15
• 2) 적응의 개념 = 16
• 3) 학교적응 = 18
• 4) 아동의 학교적응에 대한 선행연구 = 21
• Ⅲ. 연구문제 = 23
• Ⅳ. 연구방법 = 24
• 1. 연구대상 = 24
• 2. 측정도구 = 27
• 3. 자료수집 절차 = 30
• 4. 자료의 처리 및 분석 = 31
• Ⅴ. 연구결과 및 해석 = 32
• 1. 부부갈등과 부모-자녀관계 및 아동의 학교적응의 일반적 경향 = 32
• 2. 부부갈등과 아동의 학교적응과의 관계 = 35
• 1) 부부갈등과 아동의 학교적응과의 상관관계 = 35
• 2) 부부갈등이 아동의 학교적응에 미치는 영향 = 36
• 3. 부모-자녀 관계와 아동의 학교적응과의 관계 = 38
• 1) 부모-자녀 관계와 아동의 학교적응과의 상관관계 = 38
• 2) 부모-자녀 관계가 아동의 학교적응에 미치는 영향 = 40
• 4. 부부갈등과 부모-자녀 관계와의 관계 = 42
• 1) 부부갈등과 부모-자녀 관계와의 상관관계 = 42
• 2) 부부갈등이 부모-자녀 관계에 미치는 영향 = 43
• Ⅵ. 논의, 결론 및 제언 = 45
• 1. 논의 = 45
• 2. 결론 = 48
• 3. 제언 = 49
• 참고문헌 = 51
• 설문지 = 61
• ABSTRACT = 68