가족 의사소통 및 가족기능이 청소년의 문제행동에 미치는 영향 = Influence of family communication and problematic behaviors on teenagers' problematic behaviors

다국어 초록 (Multilingual Abstract)

Due to highly advanced economy and industrialization, there have been changes in family system and family structure. These changes resulted shorter family time and dysfunction of family communication as well as disagreement between parents and children. Therefore, the quality of family relationship is becoming very important. The goal of the study is to search for ways to prevent the problematic behaviors of teenagers and improve the family relationship by looking into the relationship of teenagers' problematic behaviors with family communication and family function in order to generate improved ways for family communication and family function.
The study did a survey investigation on 200 students in grade 1, 2, and 3 of 2 middle schools located in Daejeon as well as 200 middle school students who use study rooms of welfare centers and libraries. 157 questionnaires of ordinary students and 145 questionnaires of students who use welfare centers were used as the research data of the study excluding ones that aren't effective.
As for the measurement tools of the study, PAC(Parent-Adolescence Communication: 20 questions) and Family Function Inventory developed by David H. Olson were used. In order to measure the problematic behaviors, the study used the tool which Hye-Won Sim modified from the questionnaire developed by Joo-Boon Kim and Sung-Yeon Kim.
For the analysis of the data, the SPSS 10.0 WINDOWS was used and the crosstab analysis was done to compare the features of the students. In order to find out the difference in family communication, family function, and problematic behaviors according to general features, the t-test and the one-way ANOVA were executed. When the result of the ANOVA shows significant difference, the post test of Duncan was executed.
The followings show the results of the analyses.
First, the study looked into the general features of the teenagers and the result shows that more students that use welfare centers were in broken home compared to ordinary students. Also, the ordinary students show a higher level in parents' academic records, academic standard, and economic status than the students that use welfare centers. There was no significant difference in the family communication but the ordinary students show better result in family adaptation whereas the students who use welfare center show higher result in problematic behaviors.
Second, the study analyzed the family communication and family function according to the general features. The result shows that the ordinary students show significant difference only according to conversation with parents but the students who use welfare centers show significant difference according to the parents' academic records, academic standard, and conversation with parents. As for the family function, the ordinary students show significant difference according to academic standard, economic status, and conversation with parents whereas the students that use welfare centers show significant difference only according to conversation with parents.
Third, the study analyzed the difference in problematic behaviors according to the general features and the result shows that the ordinary students do not show any significant difference according to the general features but the students who use welfare centers show significant difference according to parents' academic records, economic status, and conversation with parents.
Third for the correlation of problematic behaviors with family communication and family function, the ordinary students show a high level of problematic behaviors as they have low level of open communication and condensation. The students who use welfare centers have a high level of problematic behaviors whey they have low open-communication, high closed-communication, and low adaptation and condensation.
Fifth, the study analyzed the influences of family communication and family function on problematic behaviors. The ordinary students show less problematic behaviors when the family condensation is strong and the students who use welfare centers have less problematic behaviors when they have less closed-communication with parents.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 한계 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 가족 의사소통의 유형 및 중요성 = 6
• 2. 가족기능의 응집성과 적응성 = 11
• 3. 문제행동의 개념 및 유형 = 15
• 4. 가족 의사소통 및 가족기능과 문제행동과의 관계 = 19
• Ⅲ. 연구방법 = 24
• 1. 조사대상 = 24
• 2. 조사도구 = 24
• 3. 자료처리 = 28
• Ⅳ. 조사결과 = 29
• 1. 조사대상자의 일반적 특성 = 29
• 2. 일반학생과 복지관 이용학생의 일반적 특성 = 31
• 3. 일반 학생과 복지관 이용학생의 요인들간의 차이 = 32
• 4. 일반학생과 복지관 이용학생의 일반적 특성 차이 = 35
• 5. 가족 의사소통 및 가족기능과 문제행동과의 관계 = 42
• 6. 가족 의사소통 및 가족기능이 문제행동에 미치는 영향 = 44
• Ⅴ. 결론 및 제언 = 51
• 참고문헌 = 54
• Abstract = 57
• -설문지- = 60