아동의 가정환경과 학교관련 태도 및 자아존중감의 관계 : 정상가정과 결손가정 아동을 중심으로 = (A) comparative study on the school-related attitude and self-esteem of children from broken and unbroken families

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine what differences there might be between elementary schoolers from broken and unbroken families in school-related attitude and self-esteem in an effort to lay the foundation for providing better education in consideration of their circumstances. The subjects in this study were school children in their fifth and sixth year, on whom a survey was conducted. The research questions were posed as below:
1. Are there any disparities between children from broken and unbroken families in attitude toward school life, learning, teachers and friends?
2. Are there any gaps between children from broken and unbroken families in general, social, home-related and school-related self-esteem?
3. Are there any differences between children from single-parent families and dysfunctional families in attitude toward school life, learning, teachers and friends?
4. Are there any gaps between children from single-parent families and dysfunctional families in general, social, home-related and school- related self-esteem?
The findings of the study were as follows:
It's first found that the children from broken families took a negative attitude toward all the school life, learning, teachers and friends than the others from unbroken families.
School should provide differentiated education to children from broken families in accordance with the 7th national curricula to prevent them from being educationally retarded, and also should offer after-school extracurricular courses so that they could benefit from them at a low cost and view school life more favorably.
Teachers should provide frequent counseling to them, and encourage them in cooperation with their families to put confidence in them with respect and lead a better school life.

목차 (Table of Contents)

• 목차 = i
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 가정의 유형과 특성 = 5
• 2. 학교관련태도 = 9
• 3. 자아존중감 = 11
• 4. 선행연구 고찰 = 19
• Ⅲ. 연구 방법 = 22
• 1. 연구 대상 = 22
• 2. 측정 도구 = 22
• 3. 자료 처리 = 25
• Ⅳ. 결과 및 해석 = 26
• 1. 정상가정과 결손가정 아동의 학교관련 태도 = 26
• 2. 정상가정과 결손가정 아동의 자아존중감 = 30
• 3. 형태적 결손가정과 기능적 결손가정 아동의 학교관련태도 = 33
• 4. 형태적 결손가정과 기능적 결손가정 아동의 자아존중감 = 37
• Ⅴ. 결론 = 41
• 참고문헌 = 44
• ABSTRACT = 47
• 부록 = 49