고등학교 일반학생과 등교거부 경험학생간의 자아존중감과 사회적 지지 특성 비교 = (A) Comparison of the Self-Esteem and the Social Support of Normal Students with those of Students with School Refusal Experience in a High School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare the self-esteem and the social support of normal students with those of students with school refusal experience in a high school and provide data to prevent previously and intervene school refusal behaviors.
The subjects were 100 students from four high schools in changwon and Kimhae. Among them 25 boys and 25 girls were normal students, and 25 boys and 25 girls were students with school refusal experience.
Self-Esteem Scale and Harter's Social Support Scale was applied to compare the self-esteem and the social support. Self-Esteem Scale has two sub-scales of positive(5-items) and negative(5-items) self-esteem and Harter's Social Support has three sub-scales of friend-support(13-items), classmate-support(11-items) and parent-support(6-items). F-test was applied to compare the averages of normal students with those of students with school refusal experience. And f-test was fulfilled at the p=.05 level of significance.
The results of this study were as follows:
First, normal students and students with school refusal experience showed differences at the p=.05 level of significance in positive self-esteem.
Second, in positive self-esteem, normal boys and boys with school refusal experience didn't show meaningful differences, while normal girls and girls with school refusal experience showed differences at the p=.05 level of significance.
Third, normal students and students with school refusal experience showed meaningful differences peripherally in negative self-esteem.
Fourth, in negative self-esteem, normal boys and boys with school refusal experience didn't show meaningful differences, while normal girls and girls with school refusal experience showed differences at the p=.05 level of significance.
Fifth, normal students and students with school refusal experience didn't show differences at the p=.05 level of significance in friend- support.
Sixth, in friend-support, normal boys and boys with school refusal experience showed meaningful differences peripherally, while normal girls and girls with school refusal experience didn't show differences at the p=.05 level of significance.
Seventh, normal students and students with school refusal experience showed meaningful differences peripherally in classmate-support.
Eighth, in classmate-support, normal boys and boys with school refusal experience didn't show differences at the p=.05 level of significance, and normal girls and girls with school refusal experience didn't show differences at the p=.05 level of significance as well.
Ninth, normal students and students with school refusal experience showed differences at the p= .05 level of significance in parent-support.
Lastly, in parent-support, normal boys and boys with school refusal experience showed meaningful differences peripherally, while normal girls and girls with school refusal experience didn't show differences at the p=.05 level of significance.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 등교거부 청소년의 특성 = 5
• 2. 청소년의 사회적 지지 특성 = 17
• 3. 자아존중감과 행동문제 = 20
• 4. 선행 연구의 고찰 = 24
• Ⅲ. 연구 방법 = 27
• 1. 연구 대상 = 27
• 2. 측정 도구 = 27
• 3. 연구 절차 = 28
• 4. 자료 처리 = 29
• Ⅳ. 연구 결과 및 논의 = 30
• 1. 일반학생과 등교거부 경험학생간의 자아존중감 비교 = 30
• 2. 일반학생과 등교거부 경험학생간의 사회적 지지 비교 = 33
• 5. 논의 = 37
• Ⅴ. 요약 및 결론 = 40
• 1. 요약 = 40
• 2. 결론 = 42
• 참고문헌 = 44
• Abstract = 48
• 부록 = 51