비만아동의 신체상만족도와 자아존중감 및 학교생활적응 관계 = (The) relationship physical satisfaction with self-esteem and adaptability at school of obese children

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide the basic data for understanding of and psychological and emotional support for obese children by measuring the level of their physical satisfaction, self-esteem and adaptability at school to identify the differences according to the level of obesity and by finding out correlation among the variables.
Out of 22 elementary schools in Cheongwon-gun, Chungbuk province 16 elementary schools where health teachers are were selected for the study out of convenience and among students in 5th and 6th grades of the 16 schools, 305 students who agreed to participate in the study with awareness of its objective and also were classified as obese as a resultof physical tests done in 2003 participated in the study as subjects. But ultimately the data of 260 students were used for the study excluding 45 who gave us insufficient responses. Data was collected from February 2-20, 2004.
For the test of the level of physical satisfaction, the tool developed by Shields in 1984 to measure one's satisfaction in each part of the body and its function and modified by Gwanho Sin in 1996 suitable for elementary schoolers was used. To measure the level of self-esteem Self-Perception Profile developed by Harter in 1982 was employed while the tool developed by Jeongsuk Jo in 1995 with consideration into the tool for measuring school-related attitudes by Jeonghwan Kim in 1981, the domain of school life adaptation measurement by Sangpil Lee in 1990 and the school life adaptation tool by Hongjae Kim in 1994 was utilized to measure adaptability at school.
SPSS Win 10.0 was used for the analysis of data and average, standard deviation, cross analysis, ANOVA and Pearson's Correlation Coefficient were used for verification while Duncan test was done as post hoc test.
The findings of the study were as follows :
1) The value of concerning for one's body by fatness were showed that 'a little' was 59.7％ and 54.5％ in each slight obesity group and moderate obesity group and severe was 81.3％ in normal(p＜.001), and the value of satisfaction for one's body were that slight obesity group was showed 54.5％ in normal, moderate was 45.5％ in normal, and severe was each 35.5 ％ in very not satisfaction and not satisfaction(p＜.05).
2) The differences of height by obesity value was showed that small students' was high, and each average height were 148.3 in slight, 146.3 in moderate, and 142.9 in severe(p＜.05). As a result of post inspection, there was meaningful differences between slight obesity group and sever obesity group. And the average weight of each groups were that slight was 52.9, moderate was 55.5, and severe was 61.5(p＜.001). So there was meaningful differences between slight obesity group and severe obesity group by post inspection.
3) The satisfactory values for one's body by obesity value(slight, moderate, severe) were not showed meaningful differences, and average value of each groups were 76.8 in slight obesity group, 73.2 in moderate, and 74.5 in severe(F=2.358, p＞05).
4) The self-esteem by obesity value(slight, moderate, severe) were not showed meaningful differences, and average value of each groups were 66.9 in slight obesity group, 66.4 in moderate, and 60.6 in severe(F=1.900, p＞05).
5) The adaptability at school by obesity value(slight, moderate, severe) were not showed meaningful differences, and average value of each groups were 132.8 in slight obesity group, 131.8 in moderate, and 130.5 in severe(F=.120, p＞05).
6) There is clear correlation among the level of sphysical satisfaction, self-esteem and adaptability at school according to the level of obesity (slight, moderate, severe). In other words, the level of physical satisfaction and adaptability at school (r=.390, p＜.001), the level of physical satisfaction and self-esteem(r=.525, p＜.001) and self-resteem and adaptability at school (r=.646, p＜.001).
The findings above show that although there are no differences in the level of physical satisfaction, self-esteem and adaptability at school according to the level of obesity, there is clear correlation among the three variables. Therefore, to more effectively manage obese children requires connected instruction between a homeroom teacher and a health teacher with consideration into psychological and emotional aspects as well as physical aspects.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• 1) 비만 = 4
• 2) 신체상 = 5
• 3) 자아존중감 = 5
• 4) 학교생활적응 = 5
• 4. 연구의 제한점 = 6
• Ⅱ. 문헌고찰 = 7
• 1. 비만 = 7
• 1) 비만의 정의와 원인 = 7
• 2) 비만의 분류와 판정 = 8
• 3) 비만의 심리·사회적 영향 = 11
• 2. 신체상 = 12
• 3. 자아존중감 = 15
• 4. 학교생활적응 = 17
• Ⅲ. 연구방법 = 19
• 1. 연구설계 = 19
• 2. 연구대상 = 19
• 3. 자료수집방법 = 19
• 4. 연구도구 = 20
• 1) 신체상만족도 측정을 위한 도구 = 20
• 2) 자아존중감 측정을 위한 도구 = 20
• 3) 학교생활적응 측정을 위한 도구 = 21
• 5. 자료분석 = 21
• Ⅳ. 연구결과 = 22
• 1. 대상자의 일반적 특성 = 22
• 2. 비만도에 따른 신장과 체중의 비교 = 24
• 3. 비만도에 따른 신체상만족도, 자아존중감 및 학교생활적응의 차이 = 25
• 4. 비반도에 따른 신체상만족도, 자아존중감, 학교생활적응과의 상관관계 = 27
• Ⅴ. 논의 = 29
• Ⅵ. 결론 및 제언 = 35
• 1. 결론 = 35
• 2. 제언 = 37
• 참고문헌 = 39
• ABSTRACT = 46
• 부록 = 50