초등학생 상담경험 실태와 학교적응도, 자기주도학습력 간의 관계 = The Relationship Between the Counseling Experience of Elementary School Students, School Adaptation, and Self-directed Learning Ability

국문 초록 (Abstract)

목적 본 연구에서는 초등학생 상담경험 실태조사에서 초등학생의 상담경험과 상담경험 배경변인(상담 장소, 상담자 유형, 상담경험 지각)에 따른 학교적응도와 자기주도학습력의 차이 등을 확인하는 데 목적을 두었다.
방법 일반적인 상담경험 배경에 대한 실태조사 설문과 학교적응(조수정, 2014), 자기주도학습력(이경화, 김수연, 2018) 검사를 초등학생 3~6학년(208명)에게 실시하였고, 수집된 데이터를 사용하여 기술통계, 두 독립표본 t-test, ANOVA 방법으로 SPSS 25.0 프로그램을 통해 통계처리 하였다.
결과 첫째로 초등학생의 상담경험은 학교적응(학업태도와 규칙준수)과 관련이 있었고, 자기주도학습력과의 관련성은 없었다. 둘째로, 상담경험 배경 변인에 따른 학교적응도와 자기주도학습력의 일부 하위요인에서 차이가 있었다. 셋째로 학년에 따른 학교적응도에서의 차이를 나타냈고, 학교적응도와 자기주도학습력 간의 높은 상관을 보였다.
결론 본 연구를 통하여 초등학생의 상담경험과 학교적응, 자기주도학습력 간의 관계를 확인했으며 초등학생의 일반적인 학교 내외의 상담 가운데 특히 학교상담(교사, 학교상담실)은 초등학생의 학교적응과 자기주도학습력에 있어서 중요한 변인임을 알 수 있었다. 이에 본 연구는 초등학생 상담에 대한 학교현장과 관계자에게 일부 시사점을 제공한 것에 의의가 있다.

다국어 초록 (Multilingual Abstract)

Objectives In this study, the purpose of this study was to identify the difference between school adaptation and self-directed learning ability according to the background variables of counseling experience(counseling location, type of counselor, perception of counseling experience) and counseling experience in the relationship between the counseling experience, school adaptation, and self-directed learning ability of elementary school students.
Methods A fact-finding survey on the background of general counseling experience, school adaptability (Jo Soo-jeong, 2014), and self-directed learning ability test (Lee Kyung-hwa, Kim Soo-yeon, 2018) were conducted on 3rd to 6th graders (208 students) of elementary school students. Descriptive statistics, two independent samples t-test, and ANOVA methods were used for SPSS 25.0 program statistical processing.
Results First, the counseling experience of elementary school students was related to school adaptation (study attitude and rule observance), but was not related to self-directed learning ability. Second, there were differences in some sub-factors of school adaptation and self-directed learning ability according to the background variable of counseling experience. Third, there was a difference in school adaptation according to grade level, and there was a high correlation between school adaptation and self-directed learning ability.
Conclusions Through this study, the relationship between the counseling experience of elementary school students, school adaptation, and self-directed learning ability was confirmed. In addition, it was found that school counseling (teacher, counseling room of school) is an important variable in elementary school students' school adjustment and self-directed learning ability among the general counseling inside and outside school. Therefore, this study is meaningful in that it provided some implications to the school field and related parties regarding counseling for elementary school students.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 연구 방법
• Ⅲ. 연구결과 및 해석
• Ⅳ. 논의 및 결론
• 참고문헌