祖孫家族 아동의 정서·행동에 영향을 미치는 요인 연구 = (A) Study on factors influencing children's emotion and behavior in grandparent-grandchildren family

국문 초록 (Abstract)

오늘날 급격한 사회변화로 인해 다양한 가족 형태가 나타나고 있으며, 가족 구성원 개개인들도 변화를 겪고 있다. 조손가족 역시 이러한 시대적 결과물로, 그 수가 점차 증가할 것으로 예상된다. 이러한 이유로 국외의 많은 학자들은 조손가족에 대해 관심을 가지고 활발하게 연구를 진행하고 있지만 대부분 조부모에 관한 연구들이며 조손가족 아동에 대한 연구는 아직까지 미흡하다. 더욱이 국내에서는 조손가족에 대한 구체적인 정의조차 마련되어 있지 않을 뿐만 아니라, 조손가족을 구성하는 개개인에 대한 연구들도 시작단계에 불과한 실정이다.
이에 본 연구에서는 조손가족을 새로운 가족형태로 분류하고 Bronfenbrenner의 인간발달 생태학적 관점에 기초하여 조손가족 아동의 정서·행동에 영향을 주는 변수들을 아동의 일반적 특성, 조부모의 양육태도, 조부모의 학교지원, 조부모의 일반적 특성, 조부모의 심리사회적 특성, 가족 관계적 특성 등으로 설정하였다. 그리고 다음과 같은 연구문제를 가지고 가설을 검증하였다.
연구문제 1. 조손가족 아동의 일반적 특성, 조부모의 일반적 특성, 가족 관계적 특성에 따라 조부모의 양육태도, 학교지원, 심리사회적 특성은 어떠한가?
연구문제 2. 조손가족 아동의 일반적 특성, 조부모의 양육태도, 조부모의 학교지원, 조부모의 일반적 특성, 조부모의 심리사회적 특성, 가족 관계적 특성이 아동의 정서·행동에 어떠한 차이를 보이는가?
연구문제 3. 조손가족 아동의 정서·행동에 영향을 미치는 주요 요인은 무엇인가?
이를 위해 본 연구에서는 광주광역시, 순천시, 여수시, 고흥군을 중심으로 사회복지관, 학교, 동사무소, 보건소 등을 통해 조손가족을 유의 표집하였다. 연구대상이 된 조손가족은 가족해체로 인해 부모가 아동과 함께 살지 않은 상태에서 조부모가 초등학생인 아동과 동거하며 아동의 일상생활을 1차적으로 보호하고 지도하고 있는 조손가족의 조부모와 아동 그리고 아동을 지도하는 담임교사 각 178명, 총 534명으로 조손가족 아동의 정서·행동에 영향을 미치는 변수들을 측정하였다. 수집된 자료는 SPSS/PC 10.0을 사용하여 기술적 통계, t검증 및 F검증, 단순적률상관관계, 중다회귀분석, 단계적 회귀분석을 실시하였다.
자료 분석을 통해 얻은 결과와 함의는 다음과 같다.
첫째, 본 연구결과를 통해 조부모의 양육태도가 조손가족 아동의 정서·행동에 영향을 끼치고 있음을 확인하였다. 특히 아동의 정서는 부모의 질병으로 인해 조부모와 함께 살 때, 양육태도가 권위·통제적일 때, 아동의 현재 연령이 낮을 때, 여자 아동일 때 보다 우울했으며, 조손가족 아동의 행동은 권위·통제적이고 애정·수용적인 조부모의 양육태도에서 보다 공격적이었다.
둘째, 본 연구는 조손가족에 대한 국내의 학술연구들이 빈약한 상황에서 조손가족 아동과 그의 조부모에 대한 설문과 분석을 통해 실증적인 근거를 가졌고, 아동의 정서·행동에 긍정적인 영향을 줄 수 있는 방향을 제시했으며, 조손가족을 연구한 국외 문헌을 비판적으로 수용해야 하는 근거를 제시하였다.
셋째, 본 연구는 조손가족 아동의 정서·행동의 긍정적 발달을 위해서 조부모의 양육기술과 양육 가치관에 대한 개입 프로그램, 조손가족 조부모의 지지집단, 가족과 학교와의 관계 개선을 고려한 조부모의 학교지원 프로그램의 필요성을 제시하였다.
넷째, 본 연구는 조손가족 아동의 정서·행동의 긍정적 발달을 위해서 조부모와 아동과의 불안정한 관계, 조부모의 경제적 문제, 조부모의 신체적 문제, 조손가족 선정기준에 대한 문제를 언급하고, 정책적 개선의 필요성을 제시하였다.

다국어 초록 (Multilingual Abstract)

With rapid social changes nowadays, various forms of family appear and each family member also experience some changes as well. Grandparent-grandchildren family are the result of such times, and it is expected to increase in number. For such reason, although many scholars at home and abroad have interest in and researched grandparent-grandchildren family, the focus has been on grandparent raising grandchildren and there has been little research on grandchildren. Furthermore, there is no specific definition of grandparent-grandchildren family in Korea and researches on each member in this family is no more than the beginning.
Thus this study classified grandparent-grandchildren family as a new family form. Based on the human development ecology by Bronfenbrenner, this study established several factors influencing emotion and behavior in children: children's general characteristics, grandparent's attitude to bringing up, grandparent's school support, grandparent's general characteristics, grandparent's psychological and social characteristics, and family relation characteristics. Then the following research tasks were verified in their hypothesis.
Research task 1: What is grandparent's attitude to bringing up, school support, and psychological and social characteristics according to characteristics of children, grandparents, and family relation in grandparent-grandchildren family?
Research task 2: What difference of children's emotion and behavior is found in children's general characteristics, grandparent's attitude to bringing up, grandparent's school support, grandparent's general characteristics, grandparent's psychological and social characteristics, and family relation characteristics.
Research task 3: What factors do have effects on emotion and behavior in children in grandparent-grandchildren family?
To achieve this, this study conducted purposive sampling of grandparent-grandchildren families in Gwangju, Suncheon, Yeosu, Gwangyang Goheung in cooperation with social welfare centers, dong offices, and public health centers. A research target was grandparent-grandchildren families whose children did not live with parents and were elementary students due to broken family and whose grandparent took care of and supervised the children's daily life primarily. 178 grandparents, 178 grandchildren, and 178 class teachers, total of 534, were selected and measured in factors having effects on emotion and behavior in children. Technical statistics, t-test, F-test, simple product-moment correlation, multiple regression analysis, stepwise analysis were conducted in collected data using SPSS/PC 10.0.
The results obtained from data analysis and implications are as follows.
First, the results suggest that grandparent's attitude to bringing up had effects on emotion and behavior in children. In particular, children were more depressed when they lived with grandparent because of their parent's disease, grandparent's attitude to bringing up was authoritative and controlled, children were low in age, and children were female. And children's behavior was more aggressive in family whose grandparent was authoritative, controlled, affectionate, and receptive.
Second, this study had an empirical basis through the measurement of children and their grandparents in grandparent-grandchildren families under the situation of poor academic research on them at home and aborad, prepared the direction for children to develop positively in emotion and behavior, and proposed the critical application of literature of grandparent-grandchildren family.
Third, this study proposed that it was needed to develop programs which consider grandparent's technique and values of bringing up, support group, and the improvement of relationship between family and school according to grandparent's school support in order for children to develop positive emotion and behavior.
Finally, this study proposed that policy improvement was needed in unstable relationship between grandparent and grandchildren, grandparent's economic problem including job, grandparent's physical problem, and standard of selecting grandparent-grandchildren family in order for children to develop positive emotion and behavior.

목차 (Table of Contents)

• 목차 = i
• 논문개요 = vii
• Ⅰ. 서론 = 1
• A. 문제 제기 = 1
• B. 연구 목적 및 연구 문제 = 5
• C. 연구의 의의 = 6
• D. 연구의 한계 = 7
• Ⅱ. 이론적 배경 = 8
• A. 조손가족의 아동의 정서 · 행동 = 8
• 1. 조손가족의 개념 = 8
• 2. 조손가족 아동의 정서 · 행동 = 11
• 1) 아동의 정서 · 행동의 개념 = 11
• 2) 조손가족 아동의 정서 · 행동 = 15
• B. Bronfenbrenner의 인간발달생태학 = 18
• 1. 인간발달 생태학(ecology of human development)의 개념 = 18
• 2.아동과 인간발달생태학 = 19
• 3.아동의 발달생태학적 변수 = 25
• C. 조손가족 아동의 정서 · 행동에 영향을 미치는 변수들 = 28
• 1. 아동의 일반적 특성 = 29
• 2. 조부모의 양육태도 = 34
• 3. 조부모의 학교지원 = 35
• 4. 조부모의 일반적 특성 = 36
• 5. 조부모의 심리사회적 특성 = 41
• 6. 가족 관계적 특성 = 48
• D. 연구모형 및 연구가설 = 53
• 1. 연구모형 = 53
• 2. 연구문제 및 연구가설 = 55
• Ⅲ. 연구 방법 = 57
• A. 자료대상 및 자료수집 방법 = 57
• B. 분석방법 = 60
• C. 측정 도구 = 60
• Ⅳ. 연구 결과 = 69
• A. 조손가족의 일반적 특성 = 69
• B. 조손가족 아동의 일반적 특성, 조부모의 일반적 특성, 가족 관계적 특성에 따른 조부모의 양육태도, 학교지원, 심리사회적 특성 = 75
• C. 조손가족 아동의 일반적 특성, 조부모의 양육태도, 조부모의 학교지원, 조부모의 일반적 특성, 가족 관계적 특성이 아동의 정서 . 행동에 미치는 차이 = 93
• D. 조손가족 아동의 정서 · 행동에 영향을 미치는 주요 요인 = 105
• Ⅴ. 결론 및 제언 = 109
• A. 연구 결과 = 110
• 1. 조손가족의 일반적 특성 = 110
• 2. 가설검증 결과 = 111
• B. 실천적 함의 = 118
• 1. 이론적 함의 = 118
• 2. 임상적 함의 = 120
• 3. 정책적 함의 = 122
• C. 후속 연구를 위한 제언 = 124
• 참고문헌 = 126
• 부록 = 148
• Abstract = 166

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