청소년기 여고생의 의복행동 및 흥미도 조사연구

Abstract

가치관이 형성되는 시기인 청소년기는 흥미의 특징이 다양하고 불안정하지만 흥미가 안정되고 고정되는 시기이기도 하다. 또한 校服自律化조치 이후로 학생들은 그들의 心理상태를 意識的 無意識的으로 옷차림에 반영하고 있다. 본 연구에서는 靑少年期에 나타나는 衣服行動과 의복에 대한 흥미를 알아, 衣生活 測面의 敎育的 資料를 提供하고자 한다. 구체적인 硏究方法은 첫째, 衣服에 대한 흥미도와 衣服行動과의 相關關係를 檢證한다. 둘째, 환경 변인에 따른 의복에 대한 흥미도와 의복행동을 조사한다. 셋째, 衣生活敎育 내용과 학생들의 의복에 대한 흥미도를 비교한다. 測定道具로서 Creekmore의"Method of Meaguring Clothing Variable"및 李 仁子의 "의상의 흥미도 측정을 위한 검사지" 와 국내 先行연구를 기초로 本 연구자가 수정 보완한 문항을 信賴度檢證을 하여 선정하였다. 환경 변인으로 學校類型, 父母의 學力, 母의 職業 有無 月收入, 出生 順位 등 6개의 변인을 측정하였다. 標集對象은 서울시내 인문계 고등 학교 2학년을 대상으로 지역과 학교 유형을 고려하여 6個校를 선정했으며 총 586부를 통계 처리하였다. 資料分析은 頻度, 平均, 標準偏差를 算出한 후 상관 계수를 구하고, t-검증, 변량분석(One way ANOVA)을 실시하였다. 본 연구의 자료를 分析한 結果는 다음과 같다. 1. 의복 행동 변인의 順位는 관리성·심미성·심리적 의존성·정숙성·편이성·흥미성·주의 집중성·사회적 인정성 順으로 나타났고, 의복에 대한 흥미도 측정 결과는 디자인·착용·구매·관리·제작 順으로 나타났다. 2. 의복에 대한 흥미와 의복 행동은 서로 높은 상관 관계를 나타냈다. 제작에 관한 흥미는 의복 행동 변인 중에서 관리성·정숙성·편이성·심미성과 正的 상관 관계를, 디자인에 관한 흥미는 흥미성·심미성·관리성·주의 집중성과, 관리에 관한 흥미는 정숙성·관리성·심미성·심리적 의존성·흥미성과, 구매에 관한 흥미는 흥미성·심미성·편이성·심리적 의존성·주의 집중성과, 착용에 관한 흥미는 심미성·심리적 의존성·흥미성·주의 집중성과 正的 상관 관계를 나타냈다. 3. 환경 변인에 따른 조사에서는 부모의 學力에 따라서 의복에 대한 흥미도가 有義的인 차이를 나타냈다. 父의 학력에 따라서 착용, 제작, 디자인의 영역은 의복 행동의 관리성과 유의적인 차이를 보였고, 母의 학력에 따라서는 제작·디자인·구매·관리의 영역이 의복 행동의 정숙성 관리성·흥미성과 유의적인 차이를 보였다. 월 수입에 따른 환경 변인에서도 의복에 대한 흥미도는 디자인·구매·착용에서, 의복 행동은 주의 집중성·심미성·정숙성·관리성에서 유의적인 차이를 나타냈다. 4. 의생활 교육 내용 구성과 학생들의 의복에 대한 흥미도는 많은 차이를 보였다. 특히 제작에 관한 내용은 교과서의 구성 비율이 60%인데 학생들의 흥미는 17%로 차이가 가장 컷으며 디자인, 구매, 관리, 착용의 영역도 교과서의 구성 비율이 학생들의 흥미보다 낮았다.;The Period of adolescence is diverse, unstable in the Characteristics of interest, and is the when the view of value is formed. And for this reason, the period of adolescence is represented as that of anxiety, but their interests become stabilized and fixed. Clothing shows the psychological side such as view of value and self-conception of one who wears it. After the self-regulation of School Uniform, Students reflect their psychological condition on their attires consciously and unconsciously. The purpose of this study is to analyze the clothing behoviors in their juvenile period and the clothing interests underlied in their internal psychology, and to scrutinize whether the clothing life education is performed properly or not. The concrete methods are as follows ; 1. Verify the correlations between the clothing interests and the clothing behaviors. 2. Scrutinize, according to the environmental variables, the clothing interests and the clothing behaviors. 3. Analyze the differences between the clothing life education and their clothing interest. For the measuring instruments, the researcher verified reliability itemized modified and supplemented on the basis of "Method of Measuring Clothing Variable" by Creekmore, "Test for Measuring Clothing Interest" by Lee Yin-Ja, and domestic preceding researcher, and chose 80 items for measuring clothing behavior and 40 items for measuring clothing interest art being used. As the environmental variables, six Variables of School type, parents' educational career, parents' occupation, their monthly income, and order of birth were surveyed. For the object of this study, 618 students were chosen in 6 liberal high schools in Seoul chosen according to school, districts and school types. The survey was made by answer sheets for 30 minutes and 586 answer sheets were treated. For the analysis of data, the correlation coefficient was counted and treated by T-test and Oneway ANOVA, after producing the frequency, the average, and the standard deviation. The results of this study are as follows 1. The order of clothing behavior variables are revealed to be management, Aesthetic, psychological Dependence, Modesty, Comfort, Attention and Social Approval. From the result of clothing interest test, the order of clothing interest are shown to be Wearing, Purchase, Management, and dress-making. 2. There are significant relationships between Clothing interest and Clothing behavior. The Making-Interest are revealed to have high static correlation with Management, Modesty, Comfort and Aesthetics among the Clothing Behavior Veriables. The Design-Interest with Interest, Attention, Aesthetics and Management among them. The Purchase-Interest, with interest Aesthetics, Comfort, Psychological Dependence, and Attention among them. The Management-Interest with Modesty, Management, Aesthetics, Psychological Dependence, and Interest among them. The Wearing-Interest with Aesthetics, Psychological Dependence, Interest, and Attention among them. 3. In the environmental variables of their parents' educational career, it was found that in the clothing interest the sphere of Wearing, Making, Design and Clothing behavior showed significant difference from that of management in proportion to fathers' school careers, and the spheres of Making, Design, Purchase, and Management showed Significant difference from those of Modesty, Management, Interest in proportion to mothers' careers. In the environmental variables according to monthly income, it was found that Clothing Interest showed significant difference in Design, Purchase and Wearing and the Clothing behavior, and that Clothing behaviors showed significant difference in Attention, Aesthetics, Modesty, and Management. 4. There are many differences between the Clothing education and the Students' interest in the sphere of making life, So there is 43% difference between 60% of School book and 17% of making in the students' interests. And in the other scopes, it was found that the rate of text book are lower by 1-13% than students' interest.