아동의 문제행동에 대한 부모-교사 평정 일치도와 자기조절능력의 관계 = The role of self-regulation in the informant discrepancies in assessing children's psychological problems

다국어 초록 (Multilingual Abstract)

This study investigated the relationship between informant discrepancies of children's psychological problems
and self-regulation of children. A total of 418 elementary school students participated in this study and
completed a questionnaire assessing their self-regulation. Psychological problems were assessed by the
participants' parents and teachers. Using cluster analyses, the groups with greater and lower levels of
self-regulation were defined. Correlation analyses and Fishers' z test were conducted to calculate the
consensus of the parent and teacher ratings and compare the differences in their consensus between groups
with greater and lower level of self-regulation. The results showed that the informant discrepancies were
greater in the group with a higher level of self-regulation than in the group with a lower level of
self-regulation. Subsequently, the same procedure was performed with subgroups that were distinguished by
the severity of problems measured by CBCL and TRF, respectively. The subsequent analyses with the
groups experiencing greater severity defined by CBCL or TRF failed to find significant correlation between
CBCL and TRF regardless of the level of self-regulation. However, the analyses performed with the groups
having less severe problems on the ratings of CBCL or TRF indicated possible interaction effect between
the rating type used to define the problem severity and the level of self-regulation on CBCL-TRF
correlation. The implications and limitations were discussed.

국문 초록 (Abstract)

본 연구에서는 아동의 문제행동에 대한 부모-교사간의 평정 일치도에 있어서 자기조절능력이 어떤 역할을
하는지 살펴보고자, 아동 418명을 대상으로 부모와 담임교사가 평정한 아동의 문제행동수준 일치도가 아
동의 자기조절능력에 따라 어떠한 차이가 있는지를 검증하였다 군집분석을 이용하여 아동의 자기조절능
력이 높은 집단과 낮은 집단을 구분하였으며, 각 집단의 부모와 교사 문제행동 평정점수의 상관계수를 산
출하고 비교하였다. 연구 결과, 자기조절능력이 낮은 아동군의 경우 자기조절능력이 높은 아동군보다 대부
분의 문제행동 영역과 내재화 및 외현화 문제, 총 문제행동에 대한 부모-교사 간 평정 일치도가 더 높은
것으로 나타났다. 이와 같은 결과가 문제행동 수준에 의해 영향을 받는지 알아보기 위하여 문제행동 심각
도 수준을 부모평정점수와 교사평정점수 각각을 기준으로 높은 수준과 낮은 수준으로 구분한 후 각 집단
에 있어서 자기조절능력과 부모-교사 평정 일치도의 관계를 분석하였다 그 결과, 부모평정 및 교사평정에
의해 문제행동 심각도가 높다고 정의된 집단들에 있어서는 자기조절능력 수준에 관계없이 유의미한 부모교사
평정 상관이 나타나지 않았다. 반면, 심각도 수준이 낮은 집단들에 있어서는 자기조절능력수준에 따
라 부모-교사 평정이 유의한 문제행동 영역에 차이가 있었으며, 특히 이러한 차이는 심각도 정의 기준이
된 평정치가 무엇인지에 따라서도 다르게 나타났다. 본 연구 결과는 아동의 문제행동에 대한 부모-교사
평정 불일치는 실제 아동이 맥락에 따라 문제행동을 조절하여 변화시키기 때문일 가능성을 부분적으로 지
지하며, 아동의 문제행동을 평가할 때 이러한 맥락적 행동변화를 고려해야 한다는 것을 시사하였다. 마지
막으로 연구의 제한점과 함의가 논의되었다.

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