缺損 家庭 高等學生의 情緖安定과 自我尊重感의 關係 分析

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the relationships between emotional stability and self-esteem of high school students growing under the environment of broken family, help understand them and provide for some basic data useful to guide them. For this purpose, the types of broken family were categorized into widowed fathers', mothers' and parentless environments, and thereby, the relationships between emotional stability and self-esteem was compared according to the period, 1-2 years, 3-4 years, 5-9 years, and over 10 years the students were under the environment of broken family.
The measurements used in this study are the Emotional Stability Test, one of subordinate factors of the Self-Concept Inventory, which Kim Jeong-gyu(1999) developed adapting to circumstances in Korea, and the Self-esteem Test which Kim hui-hwa(1998) complemented the measure Kim hui-hwa and Kim gyeong-yeon(1996) had developed for the use of children and juveniles.
For this study, three technical high schools in Jinju, Sacheon, and Handong were selected, and thereupon, widowed fathers', mothers' or parentless students enrolled in first, second, and third grade were sampled to be subject to a questionnaire survey. 519 responses were collected. Except for the responses of students in remarriage families and normal families, 122 responses were treated using WIN SPSS 12.0 program for statistical processing.
The results of this study are as follows;
First, there was no significant difference in the students' emotional stability depending on the types of family environments.
Second, there was no significant difference in the students' emotional stability depending on the period of broken family.
Third, the students' self-esteem makes no significant difference according to the types of family environments. But, there was found meaningful differences in family self, schoolwork, and general self of its sub-factors. In terms of two sub-factors, parentless family differs significantly from widowed fathers' and mothers' family, but widowed fathers' family makes no difference from mothers' family.
Fourth, there was no significant difference in the students' emotional stability depending on the period of broken family.
Fifth, there was correlation between emotional stability and self-esteem. Especially, in its sub-factors, the students who had high emotional stability were high in terms of personal self and physical-appearance self. In viewing the effect self-esteem on emotional stability, personal self was the highest, next, physical-appearance self, and self in relation to teachers was the third in its sub-factors.
Therefore, the students under the environment of broken family need close attention and thoughtful consideration from their mother or father and other adults around. For their positive emotional stability and self-esteem, it is required to understand their unique conditions and pay attention to them continuously.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 3
• 3. 가설 4
• 4. 용어의 정의 4
• 5. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 결손 가정 학생의 정서안정 6
• 2. 결손 가정 학생의 자아존중감 11
• Ⅲ. 연구방법 15
• 1. 연구대상 15
• 2. 측정도구 15
• 3. 연구절차 17
• 4. 자료처리 17
• Ⅳ. 결과 18
• 1. 정서안정의 차이 18
• 2. 자아존중감의 차이 20
• 3. 정서안정과 자아존중감의 상관 23
• Ⅴ. 논의 25
• Ⅵ. 결론 및 제언 27
• 1. 결론 27
• 2. 제언 28
• 참고문헌 29
• 부록 33