情緖不適應兒童의 特性과 그 環境的 要因 分析에 관한 硏究

Abstract

본 연구는 一般學校의 교실 수업 방면에서 발견되어지는 情緖不適應兒의 실태를 파악하고 정서부적응아의 특징과 그 환경적 諸要因을 正常兒童集團과 比較 分析하는데 그 目的이 있다. 이러한 目的을 위해서 정서부적응아의 특성으로서는 지능, 학업성적 및 건강 상태가 분석되었으며 환경적인 요인으로는 가정 환경의 諸要因과 친구 관계가 분석의 대상이 되었다. 본 연구의 대상 아동은 서울특별시내에 있는 국민학교 5하년 아동으로서, 90명의 정서부적응아와 312명의 정상아동이 표집되었다. 사용된 도구로는 아동용 질문지, 부모용 질문지 및 교사용 질문지였으며 이 질문지들은 모두 연구자에 의해서 제작되었다. 정서부적용아와 정상아동과의 차 경중은 χ^(2)에 의해서 통계 처리되었다. 본 연구에서 얻은 결과는 다음과 같다. 1. 일반 학급 내에 22%의 정서부적응아가 있었다. 2. 정상 아동 집단의 평균 지능 수준은 107이었는데 반하여 정서부적응아 집단의 평균 지능 수준은 98이었으며 이는 통계적으로 유의한(P＜.001 )차이임이 밝혀졌다. 3. 정서부적응아의 학업성적은 정상아동 집단의 학업성적보다 낮았으며 이는 유의한(P＜.001 )차이임이 밝혀졌다. 4. 가정환경 요인으로는 정서부적응아 집단의 부친의 직업이 대체로 기능직 및 단순노동직이었으며, 부모의 학력도 정상아동 집단의 부모의 학력보다 대체로 낮았으며 이는 각각 유의한 (P＜.001)차이를 나타내었다. 5. 정서부적응 집단의 아동들은 정상 집단의 아동들에 비하여 중병과 여러가지 잔병을 앓았던 病歷이 있었으며, 중병에는 유의한(P＜.005 )차이가 있었으나 잔병에는 차이가 없었다. 6. 정서부적응 집단의 아동들은 정상 집단의 아동들에 비하여 친구들간의 교우 관계가 나빴으나 이는 두 정상 집단간에 유의한 차이가 없었다.;The purpose of this study was to estimate the emotionally disturbed children in the regular classroom and to investigate the environmental factors contributing to the emotionally disturbed Children. Intelligence, Academic Achivement, and Physical Condition were the characteristics of the emotonally disturbed children, and Family Environment, Number of friends were the environmental factors of this study. For this purpose 90 possibly emotionally disturbed children in the fifth grade at three elementary schools in Seoul were selected and 312 normal children were selected by the question-aires to the parents, teachers, and children. Using three question-aires designed for this study, various hypotheses comparing the two groups were tested with the Chi-squared test. The results of this study were summarized as follows: 1. 22％ of the elementary School in Seoul in Korea were identified emotionally disturbed children. 2. Intelligence of emotionally disturbed children: There was a significant difference regarding Intelligence bet-ween two groups at significant levels 0.001. 3. Acadenic Achivement : There was a significant difference regarding Academic Achivement between two groups at significant levels 0.001 a. Korean Language Achivement: There was a significant difference regarding Korean Language Achivement between two groups at significant levels 0.001. b. Arithmatic Achivement: There was a significant difference regarding Arithmatic Achivement between two groups at significant levels 0.001. c. Reading Ability: There was a significant difference regarding Reading Ability between two groups at significant levels 0.001. 4. Family Environment: a. Father's occupation: There was a significant difference regarding Father's occupation between two groups at significant levels 0.001. b. Mother's occupation or not: There was no significant difference regarding Mother's occupation or not between two groups at significant levels 0.05. c. Father's education: There was a significant difference regarding Father's education between two groups at significant levels 0.001. d. Mother's education: There was a significant difference regarding Mother's education between two groups at significant levels 0.001. e. Family House Possession: There was a significant difference regarding Family House Possession between two groups at significant levels 0.001. f. Siblings or not: There was no significant difference regarding Siblings or not between two groups at significant levels 0.05. 5. Physical condition: a. Sickness: There was a significant difference regarding Sickness between two groups at significant levels 0.005. b. Minor physical disturbance: There was a significant difference regarding Minor physical disturbance between two groups at significant levels 0.05. 6. The number of friends: There was no significant difference regarding The number of friends between two groups at significant levels 0.05.