학생의 사회관계 친밀도와 학업성취의 관계분석 = (An) Analysis of Interrelationship Between Students' Socio-Relational Intimacy and Academic Achievements

국문 초록 (Abstract)

국문초록

학생의 사회관계 친밀도와 학업성취의 관계 분석
공주대학교 대학원 교육학과 교육사회전공
최동렬


학생들의 사회관계는 크게 교사, 부모, 친구의 요인으로 압축된다. 학생들의 사회관계와 학업성취의 관련성을 알아보기 위해서 대전광역시에 있는 남자고등학교 1개교 200명, 인문계 여자고등학교 1개교 200명을 대상으로 총 45문항의 설문조사를 한 후 조사 대상 학생 400명중에서 393명의 설문 결과를 회수하였다. 그리고 학업성취를 알아보기 위해 2003년 1학기말 총 점수를 취합한 후에 평균 85점 이상의 상위집단과 65점 이하의 하위집단을 선별하였다.
본 연구에서 사용한 검사 문항은 긍정문으로 작성하였다. 각 인간관계별로 15문항의 총점을 사회관계 척도로 사용했으며 총점의 합이 높을수록 인간관계가 친밀하다고 해석했다.
수집된 자료에 대한 결과분석은 통계적 분석방법을 적용하였으며 통계처리는 통계패키지 프로그램인 SPSS(ver.11.0 : SPSS Inc., 2000)을 이용하여 분석하였다.
본 연구의 결과를 종합해보면 다음과 같다.
첫째, 학업성취가 좋은 상위집단이 학업성취가 낮은 하위집단에 비해 부모와 자녀간 친밀도가 높게 나타났다. 또한 부모와 자녀간의 친밀도와 학업성취간에 상관관계가 있으며, 부모와 자녀간의 친밀한 인간관계가 학업성취에 영향을 준다고 나타났다.
둘째, 학업성취가 좋은 상위집단이 학업성취가 낮은 하위집단에 비해 교사와 학생간 친밀도가 높게 나타났다. 또한 교사와 학생간의 친밀도와 학업성취간에 상관관계가 있으며, 교사와 학생간의 친밀한 인간관계가 학업성취에 영향을 준다고 나타났다. 한편 교사와 학생간의 친밀한 인간관계는 부모와 자녀간, 친구간의 친밀한 인간관계보다 학업성취에 영향이 강하게 나타났다.
셋째, 학업성취가 좋은 상위집단과 학업성취가 낮은 하위집단사이에 학생과 친구와의 친밀도에 별다른 차이점이 없었다. 또한 친구와 학생간의 친밀한 인간관계가 학업성취에 별다른 영향을 주지 못했다.

다국어 초록 (Multilingual Abstract)

ABSTRACT

An Analysis of Interrelationship Between Students' Socio-Relational Intimacy and Academic Achievements

Dong Ryul, Choi

Department of Education
Graduate School, Kongju National University
Kongju. Korea

(Supervised by Professor Hong, Jae Ho )


Students' social relationships largely include relations with teachers, parents and friends. To identify the relationship between students' social relationships and academic achievements, a survey questionnaire with 45 questions was conducted against 200 students from a boys' high school and another 200 students from a girls' high school, and 393 copies of questionnaires were collected out of the 400 subjects. And their academic records were based upon their gross points average for the first term of 2003, and they are devided into two groups: the upper group with more than 85 points average and the lower group of less than 65 points average.
The questionnaire items in the survey were all in affirmative sentences. The total points from 15 questions, which are assigned to each of the three relational categories, are used as criteria to determine their social relationships. And then, it is concluded that the higher the total points are, the more intimate their interpersonal relationships are.
A statistical analysis is applied to the collected data for the analysis of results, and SPSS (version 11.0 : SPSS Inc., 2000) is used for the statistical package program.
The results of the survey lead to the following findings:
First, the upper group of students with good academic achievements shows more intimacy with parents than the lower group. It also reveals that there is an interrelationship between academic achievements and the intimacy between students and their parents.
Second, the upper group of students with good academic achievements also indicates more intimacy with teachers than the lower group. There is an interrelationship between academic achievements and the intimacy between students and teachers, and the intimacy influences students' academic achievements. It is noteworthy that the intimacy with teachers has more effects on academic achievement than that with parents and that with friends.
Third, there are no differences in the intimate relationships with friends of the upper group and of the lower group. In addition, the intimate relationship with friends doesn't affect academic achievements.
Based upon such findings, this dissertation presents a few suggestions as follows:
First, it is advisable that parents and children build up intimate relationships with conversation to form a democratic family. When children respect their parents and listen to them, they are more likely to make better educational achievements. If both parents and children make efforts together, participating in various kinds of programs together in order to establish intimate relationships between parents and children, students' academic achievements will be under positive influences.
Second, the more intimate teachers and students are, the better it is. Teachers should be extremely careful about the method and degree when they punish students. They also should not be stingy about giving compliments to students when they do well. Students, when committed to studying autonomously to meet teachers' expectations and gain their recognitions, will make better academic achievements.
Third, it is desirable that students try to have mutually beneficial relationships with friends. Spending too much time going out with friends and interrupting each other's studying may cause negative effects on intimate relationships with friends.

목차 (Table of Contents)

• 목차
• Ⅰ. 서 론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 사회관계에 관한 고찰 = 5
• 2. 사회관계와 학업성취에 관한 선행연구 = 15
• Ⅲ. 연구의 방법 = 24
• 1. 연구 대상 = 24
• 2. 조사 도구 = 24
• 3. 연구 절차 = 25
• 4. 자료 처리 = 25
• Ⅳ. 연구결과 및 논의 = 26
• 1. 연구 결과 = 26
• 2. 논의 = 31
• Ⅴ. 결론 및 제언 = 37
• 1. 요약 = 37
• 2. 결론 = 38
• 3. 제언 = 38
• 참고문헌 = 40
• ABSTRACT = 45