아동의 부, 모, 또래 애착과 학교생활적응과의 관계

Abstract

본 연구의 목적은 아동의 부, 모, 또래에 대한 애착과 학교생활적응과의 관계와 상대적인 영향력에 대해 살펴보고자 한다. 이에 대한 연구가설은 다음과 같다. 1. 아동의 배경 변수에 따라 부, 모, 또래 애착과 학교생활적응의 차이가 있을 것이다. 1-1. 성별에 따라 부, 모, 또래 애착과 학교생활적응은 차이가 있을 것이다. 1-2. 가정형편에 따라 부, 모, 또래 애착과 학교생활적응은 차이가 있을 것이다. 2. 아동의 부, 모, 또래 애착이 높을수록 학교생활적응을 잘 할 것이다. 3. 아동의 부, 모, 또래 애착이 학교생활적응에 미치는 영향력은 차이가 있을 것이다. 위와 같은 문제를 규명하기 위해 인천시에 소재하고 있는 4개 초등학교 5학년 15반, 548명을 대상으로 부, 모, 또래 애착 척도, 학교생활적응척도를 실시하여 회수된 설문지 중 무성의하게 응답된 것을 제외한 총 532부(남학생 278명, 여학생 254명)를 분석하였다. 사용한 검사도구는 Armsden과 Greenberg(1987)가 제작한 부모 및 또래 애착 척도를 1991년에 수정한 개정본(IPPA-R)과 민병수(1991)가 제작한 학교생활적응척도를 사용하였다. 분석방법으로는 수집된 자료를 가지고 기초통계치를 산출하고 t-검증과 일원변량분석(one-way anova), 상관분석과 위계적회귀분석을 실시하였다. 이 연구의 결과를 정리하면 다음과 같다. 첫째, 애착에 대해서는 성별에 따른 부애착과 모애착의 차이는 없는 것으로 나타났고 또래 애착은 신뢰감과 의사소통 영역에서 여학생이 남학생보다 높은 것으로 나타났다. 가정형편에 따른 애착의 차이를 분석한 결과 가정형편이 좋을수록 아버지에 대해 더 높은 애착을 갖고 있으며 모애착과 또래에 대한 애착은 신뢰감과 의사소통에서 높은 애착을 갖고 있는 것으로 나타났다. 학교생활적응에 대해서는 여학생이 남학생보다 높게 나타났고 가정형편이 좋을수록 높게 나타났다. 둘째, 전체적으로 애착은 학교생활적응과 정적인 상관관계를 보였다. 학교생활적응의 하위영역에 대해서도 애착에 대한 하위영역 중 소외감을 제외하고 신뢰감, 의사소통이 높을수록 학교생활적응도 높아짐을 알 수 있었다. 애착의 하위영역 중 소외감은 부애착에서 학교규칙과 상관이 유의하지 않았으며 모애착의 소외감은 학교규칙과 학교행사에 있어 유의하지 않은 상관을 보였고 또래애착의 소외감도 학습, 학교규칙, 학교행사 요인에서 상관이 유의하지 않았다. 셋째, 학교생활적응의 하위요인별로 상대적 영향력을 살펴보면 담임교사와의 관계에서는 부애착, 모애착, 또래애착 순으로 영향력을 미치며 교우관계에 대해서는 또래애착, 모애착, 부애착 순으로 영향이 미치고 학교규칙에 대해서는 모애착만이 유의미한 영향을 미쳤다. 학습에 대해서는 또래애착, 모애착, 부애착 순으로 영향을 미치고 학교행사에 대해서는 부애착, 또래애착, 모애착 순으로 영향을 미쳤으나 이 두 영역에서의 차이는 크지 않았다. 이상의 결과를 종합해볼 때 아동이 학교생활을 하면서 학업적, 사회적, 정의적 영역에서 얼마나 적응하는지는 부, 모, 또래의 애착에 따라 달리 영향을 받는다는 것을 알 수 있다. 그러므로 본 연구의 결과가 아동의 성공적인 학교생활 적응행동을 이해하고 그들의 바람직한 학교생활을 돕기 위한 기초 자료로 활용될 수 있도록 하는 데에 그 의의를 둘 수 있다.;The purpose of this study is to analyze the relative influence of The Relationship between Children's Attachment to their parents, peer and Adaptation to school life. These are the assumptions we have made before our research. 1. According to Child's background, there must be a difference in The Relationship between Children's Attachment to their parents, peer and Adaptation to school life. 1-1. According to Child's sex, there is a difference in The Relationship between Children's Attachment to their parents, peer and Adaptation to school life. 1-2. According to Child's family circumstances, there is a difference in The Relationship between Children's Attachment to their parents, peer and Adaptation to school life. 2. As the child's attachment to their parents and peer is stronger, so they adapt themselves to school life better. 3. There is a difference in a child's attachment to their parents, peer that has influence on adaptation to school life. In order to examine the assumption, we did the survey on the measure of children's attachment to their parents and peer, and measure of adaptation to school life. The questionnaires were given to 548 children in 15 different classes in 4 different elementary school located in Inchon. Kids were all in 5th grade. We analyzed 532 children's surveys (278 boys, 254 Girls) except insincere surveys. The method tool of the test were The Inventory of Parents and Peer Attachment(IPPA) made by Armsden and Greenberg(1987), which was revised in 1991, and Questionnaire on adaptation to the school life made by Byung soo, Min(1991). For the purpose of analyzing the survey, we output basic statistic results first. Then we did t-test, one-way anova and finally we carried out Correlation analysis and Hierarchical Regression analysis. These are the Results of our research. First of all, the children's attachment to their parents does not depend on sex and Girls were more attached to their peer in the area of confidence and communication than Boys. The result from the children's attachment according to home circumstances were, as the children were in a better home circumstances, so the attachment to their father was stronger. The attachment to their mother and the peer were stronger in the area of confidence and communication. Girls were more adapted to their school life than boys. As the home circumstances were better, so the adaptation to school life was better. Second, there was static correlation with attachment and the adaptation to school life. Among the low rank area in the adaptation to school life as the confidence and communication were higher except alienation, so the adaptation to school life was better. Alienation among the low rank of attachment shows no concern with school regulations in the attachment to their father. Alienation shows no concern with school regulations and school events in the attachment to their mother. Alienation had no concern with school regulations, school events and studying in the attachment to their peer. Finally, the results show each correlation effect of low rank in the adaptation to school life. The attachment to their father was the most influential on relationship with homeroom teacher. And then the attachment to their mother was second and that to their peer was third. The attachment to their peer is the most influential on relationship with classmates. And then the attachment to their mother was second and that to their father was third. Only the attachment to their mother was influential on school regulations. The attachment to their peer was the most influential on studying. And then that to their mother was second and that to their father was third. School event was influenced by the order of the attachment to their father, peer and mother. However, there was not much difference on attachment group's influence on studying and school events. In conclusion, when children are at school, they are influenced by the attachment to their parents and peer in studying area, social area and righteous area. Therefore, the result of this research will help to understand children's successful adaptation to school life and also be a basic material for children's successful school life.