교사지지 및 학생-교사 애착관계와 학교행복감의 관계에서 실패내성의 매개효과 : 초등학교 일반학급과 특수학급 학생의 비교 = The Mediation effects of Failure-Tolerance on the Relationship between Teacher support, Student-Teacher Attachment Relationship and School Happiness: A comparative study on elementary school students and special class students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the mediation effects of failure-tolerance on the relationship between teacher support, student-teacher attachment relationship and school happiness of elementary school normal students and special class students. The concrete research questions were as follows.
First, were there significant differences in the teacher support, student-teacher attachment relationship, failure-tolerance and school happiness of elementary school students between normal and special class?
Second, were there significant differences in the teacher support, student-teacher attachment relationship, failure-tolerance and school happiness's correlations of elementary school students between normal and special class?
Third, did failure-tolerance have significant mediation effects in the relationship of the teacher support, student-teacher attachment relationship and school happiness?
Fourth, were there any significant differences between normal and special classes for the mediation effects of failure-tolerance in the relationship of teacher support, student-teacher attachment and school happiness?
To examine these research questions, 150 normal students in grades 4, 5, 6 in elementary school and 150 special class students in grades 4, 5, 6 in elementary school in D metro city were surveyed by self-report instrument and analysed as the research data.
The teacher support was measured through the test developed by Han Mi-hyun(1996) and student-teacher attachment relationship was measured through the test developed by Kim Jong-baek, Kim Tea-eun(2009). failure-tolerance was measured through the test developed by Clifford(1988) and revised by Kim A-young(1997). early adolescence's school happiness was measured through the test developed by Kim Jong-baek, Kim Tae-eun(2008).
The result summaries of this study were as follows.
First, teacher support, student-teacher attachment relationship, failure-tolerance and school happiness of special class students were lower than normal students.
Second, there was a significant positive correlation between teacher support, student-teacher attachment and failure-tolerance. Teacher support and student-teacher attachment showed a significant positive correlation on school happiness. It also showed a significant positive correlation between failure-tolerance and school happiness as well.
Third, on the corelation between teacher support, student-teacher attachment and school happiness, all of two groups had partial mediation effects for failure-tolerance.
Fourth, There was no difference between two groups for the failure-tolerance mediation effects in the relationship of teacher support, student-teacher attachment and school happiness.
The implications for the educational practice were as follows.
First, through this study it was found that the special class students' happiness, teacher support and the student-teacher relationship in school improved using increased failure-tolerance.
Second, children in the normal classes need a desirable student-teacher relationship for a successful integrated education. The desirable student-teacher attachment relationship is essential to further enhance students' happiness in school among the children in the special classes as well.
Third, this method of mediation needs to be implemented equally across the normal and special classes.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구문제 7
• 3. 용어의 정의 8
• Ⅱ. 이론적 배경 11
• 1. 교사지지 11
• 2. 학생-교사 애착관계 14
• 3. 실패내성 20
• 4. 학교행복감 24
• 5. 교사지지 및 학생-교사 애착관계, 실패내성, 학교행복감 간의 관계 29
• Ⅲ. 연구방법 36
• 1. 연구대상 36
• 2. 측정도구 36
• 3. 연구절차 40
• 4. 분석방법 41
• Ⅳ. 연구결과 43
• 1. 초등학교 일반학생과 특수학급 학생 간의 교사지지, 학생-교사 애착관계, 실패내성, 학교행복감 평균 차이 43
• 2. 초등학교 일반학생과 특수학급 학생 간의 교사지지, 학생-교사 애착관계, 학교행복감의 상관관계 차이 45
• 3. 교사지지 및 학생-교사 애착관계와 학교행복감의 관계에서 실패내성의 매개효과 50
• 4. 교사지지 및 학생-교사 애착관계와 학교행복감의 관계에서 실패내성 매개효과의 두 집단 간의 차이 56
• Ⅴ. 논의 및 결론 59
• 1. 논의 59
• 2. 결론 66
• 참고문헌 69
• Abstract 88
• 부록 91