학교 밖 청소년의 사회적지지가 자립준비도에 미치는 영향 : 자아탄력성의 매개효과 = A Study on the Effect of Social Support on Out-of-School Youth Self-Relience Readiness : The Mediating Effect of Ego-Resilience

다국어 초록 (Multilingual Abstract)

This research examined the effect of social support on out-of-school youth self-relience readiness and effect of ego-resilience mediated effects. This data is obtained from a sample of 295 out-of-school youth using one of the 15 out-of-school youth support centers in Gyeongsangbuk-do. In addition, 295 samples were analyzed by statistical methods of frequency analysis, t-test, variance analysis, correlation analysis, and hierarchical regression analysis using SPSS 22.0, and multiple regression analysis was performed according to the three-step analysis procedure proposed by Baron and Kenny. In order to explain the self-reliance readiness of out-of-school youth, questions about social support were used as independent variables, and questions about the level of self-reliance readiness were used as a dependent variables. In addition, gender, school interruption period, school interruption period, and economic level were selected as control variables.
The result of this research is as follows. First, the level of major variables was 3.80 points for social support, 3.33 points for self-reliance readiness, and 3.53 points for ego-resilience. Among the components of social support, 'teacher support' was 4.14 and 'friend support' was 3.67, and 'family support' was 3.52. Among the components of self-reliance readiness, self-reliance willingness was 3.73, return to school was 3.33 and career/job competency was 3.23. As a component of ego-resilience, 'positive future orientation' was 3.70, 'diversity of interest and interest' was 3.67 and 'emotion control' was 3.25.
Second, there was a significant difference in social support at the gender and economic level. There were significant differences in gender in 'family support' and 'friend support', and the economic level showed significant differences only in 'family support'. In addition, there was a significant difference in self-reliance readiness at the gender and economic level. Gender showed a significant difference in 'academic return', and the economic level showed a significant difference in 'career/job competency' and 'academic return'. Ego-resilience showed a significant difference only at the economic level. There was a significant difference in 'positive future orientation'.
Third, the social support of out-of-school youth has a very positive effect on self-reliance readiness. In particular, among the sub-factors of social support, 'family support' and 'teacher support' were found to have a positive effect on the level of self-reliance readiness. In particular, All three components of social support were found to have an effect on both 'career/job competency' and 'academic return', which are components of self-reliance readiness, and 'friend support' and 'teacher support' were found to have an effect on 'self-reliance willingness'. All three components of ego-resilience had an effect on self-reliance readiness, 'positive future orientation' had an effect on all three components of self-reliance readiness, 'emotional control' had a positive effect on 'self-reliance willingness', and 'diversity of interest and interest' only on return to school.
Fourth, ego-resilience was confirmed to have a significant partial mediating effect in the influence of social support of adolescents out-of-school youth on self-reliance readiness. Research implications for improvement that can increase the level of self-reliance readiness of out-of-school youth are presented as follows.
First, in order to strengthen the level of self-reliance readiness of out-of-school youth, human resources are prepared for the family support, friend support, and teacher support. It also suggests that ego-resilience reveals a partial mediating effect in the relationship between social support and self-reliance readiness, suggesting that programs are needed to promote self-elasticity of out-of-school youth. In addition, based on the results of confirming the mediating role of self-elasticity in the causal path in which social support of out-of-school youth affects self-reliance readiness, self-elasticity was found to increase self-reliance readiness and promote self-reliance of out-school youth. In other words, it is necessary to develop and distribute programs such as education and counseling to increase the self-elasticity of adolescents outside of school.
This study is limited to out-of-school youth who are using out-of-school youth support centers in Gyeongbuk, and there is a limitation in that there may be distortion in perception when measuring using a self-report questionnaire. Nevertheless, it is meaningful to present the academic direction for the self-reliance readiness of adolescents outside of school.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구문제 5
• Ⅱ. 이론적 배경 6
• 1. 학교 밖 청소년 6
• 2. 사회적지지 10
• 3. 자립준비도 18
• 4. 자아탄력성 23
• 5. 사회적지지, 자립준비도, 자아탄력성간의 관계 30
• Ⅲ. 연구방법 37
• 1. 연구모형 37
• 2. 연구대상 및 표집방법 37
• 3. 조사도구 39
• 4. 분석방법 42
• Ⅳ. 연구결과 43
• 1. 연구대상의 일반적 특성과 주요 변인의 특성 43
• 2. 일반적 특성에 따른 주요 변인의 차이 47
• 3. 사회적지지와 자아탄력성이 자립준비도에 미치는 영향 54
• 4. 사회적지지와 자립준비도의 관계에서 자아탄력성의 매개효과 64
• Ⅴ. 논의 69
• 1. 주요변인의 수준과 인구사회학적 특성에 따른 차이 69
• 2. 사회적지지, 자아탄력성이 자립준비도에 미치는 영향 71
• 3. 사회적지지와 자립준비도의 관계에서 자아탄력성의 매개효과 74
• Ⅵ. 결론 75
• 1. 연구결과 요약 75
• 2. 연구의 함의 76
• 3. 결론 및 제언 79
• 참고 문헌 81
• 부록(설문지) 100
• 부록(연구 참여 동의서) 107