청소년이 지각한 사회적 지지 및 자아존중감과 학교생활 적응과의 관계 = The Relationship among Social Support Perceived by Adolescents and their Self Esteem and Adaptation to School Life

다국어 초록 (Multilingual Abstract)

This study examined differences in social support perceived by adolescents and their self-esteem and adaptation to school life according to background variables (gender, grade, the location of the school, academic achievements and living standard), and relationship among the social support, self-esteem and adaptation to school life. It also explored the effect of social support from teachers and friends, who are among people nearby expected to have a positive effect on adolescents' self-esteem and adaptation to school life, on adolescents' self-esteem and adaptation to school life.
The subjects of this study included 404 middle school students in North Jeolla Province. A survey involving the subjects was conducted. The independent t-test, F-test, correlation analysis, and regression analysis were carried out on the collected data using SPSS 14.0 program.

The results of the study were as follows;

1. Differences in social support perceived by students and their self-esteem and adaption to school life were examined according to background variables.
First, as for the differences according to gender, female students received more social support from friends and teachers and were better adapted to peer relationship than their male counterparts. Students, however, did not show any significant difference in self-esteem according to gender.
Second, as for the differences according to grade, first graders gained more social support from teachers than second and third graders. Students, however, showed little difference in social support from teachers according to grade. In addition, first graders were better adapted to school life than second and third graders, and had higher self-esteem than second graders.
Third, as for differences according to the location of the school, students in Cities received the most social support from teachers, followed by students in Myeons and students in Eups. Students in Eups, on the other hand, gained more social support from friends than students in Cities. Students, however, did not show any significant difference in the adaptation to school life according to the location of the school, and students in Cities and Myeons had higher self-esteem than students in Eups.
Fourth, as for the differences according to academic achievements, students with high academic achievements received more social support from teachers than students with moderate or low academic achievements. Students, however, did not display any significant difference in social support from friends according to academic achievements. In addition, students with high academic achievements were better adapted to school life and had higher self-esteem than students with moderate or low academic achievements.
Finally, as for the difference according to living standard, students did not show any significant difference in social support from teachers and friends. However, in the adaptation to school life and self-esteem, students with high living standard received the highest results, followed by student with moderate living standard and students with low living standard.

2. According the results of examination into the relationship between social support perceived by adolescents and their self-esteem, social support - not only social support from teachers but also social support from friends and each sub-factors - was found to be significantly positively related to adolescents' self-esteem. Especially emotional support from friends and assessment support from teachers had the largest effect on adolescents' self-esteem.

3. The results of the examination into the relationship between social support perceived by adolescents and their adaptation to school life showed that social support from teachers and friends are significantly positively related to not only adolescents' adaptation to school life but also all of the sub-factors including teacher relationship, peer relationship, classes and norms of the school. Especially, emotional support from teachers had the largest effect on students' overall adaptation to school life, followed by assessment support from friends and emotional support from friends.

4. Adolescents' self-esteem was found to be significantly positively related to not only the overall adaptation to school life but also all of the sub-factors including teacher relationship, peer relationship, classes and norms of the school.

In conclusion, social support from teachers and friends perceived by adolescents was found to be positively related to their adaptation to school life and self-esteem. In addition, it was also found that as adolescents have more self-esteem they are better adapted to school life. This proved that social support and self-esteem are important factors that help adolescents' adaptation to school life. Therefore, teachers' attentive affection and trust are necessary to help adolescents to adapt well to school life.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 사회적 지지 = 6
• 가. 사회적 지지의 개념 = 6
• 나. 사회적 지지의 유형 = 8
• 다. 사회적 지지원 = 9
• 2. 자아존중감 = 11
• 가. 자아존중감의 개념 = 11
• 나. 자아존중감의 효능 = 13
• 다. 자아존중감의 형성과 발달 = 15
• 3. 학교생활 적응 = 17
• 가. 적응의 개념 = 17
• 나. 학교생활 적응 = 18
• 다. 학교생활 적응 영역 = 19
• 4. 선행 연구 = 21
• 가. 사회적 지지와 자아존중감의 관계 = 21
• 나. 사회적 지지와 학교생활 적응과의 관계 = 23
• 다. 자아존중감과 학교생활 적응과의 관계 = 25
• Ⅲ. 연구방법 = 26
• 1. 연구대상 = 26
• 2. 연구도구 = 27
• 가. 사회적 지지 척도 = 27
• 나. 자아존중감 척도 = 27
• 다. 학교생활 적응 척도 = 28
• 3. 자료분석 = 29
• Ⅳ. 연구 결과 및 해석 = 30
• 1. 배경특성에 따른 청소년의 사회적 지지, 자아존중감, 학교생활 적응의 차이 = 30
• 2. 청소년의 사회적 지지 수준과 자아존중감과의 관계 = 41
• 3. 청소년의 사회적 지지 수준과 학교생활 적응과의 관계 = 43
• 4. 자아존중감과 학교생활 적응과의 관계 = 46
• Ⅴ. 요약 및 결론 = 48
• 1. 요약 = 48
• 2. 결론 = 50
• 참고문헌 = 53
• 부록 = 57