情緖不安定兒 特性에 關한 一硏究

Abstract

本 硏究의 目的은 兒童의 情緖 不安定과 兒童의 年齡, 知能, 家庭의 社會 및 經濟的 地位, 家庭環境, 學業成績, 學敎生活, 交友關係 身體的 條件 그리고 自我槪念과의 關係有無를 究明하여 앞으로의 情緖 不安定兒 敎育에 있어서 그 判別 및 指導計劃에 도움을 주려는 데 있다. 이 目的을 위하여 서울特別市內 3個 國民學校의 14個學級 中에서 Bower의 「敎師의 兒童評定尺」으로 情緖 不安定兒 69名을 標集하고 敎師의 臨床的인 判斷에 依해 소위 正常兒童 214名을 標集하여 質問紙와 生活記錄簿를 使用하여 두 集團의 差를 t檢證과 χ^(2) 檢證에 依해 有義度를 밝힘으로서 假說을 檢證하였다. 本 硏究에서는 다음과 같은 結果를 얻었다. (ⅰ) 情緖 不安定兒와 正常兒 集團間의 學齡에서 그 學年의 正常兒인 나이보다 많은 傾向에는 差異가 없었다. (ⅱ) 情緖 不安定兒의 知能이 正常兒童의 知能보다 상당히 낮은 傾向이 있었다. (ⅲ) 父親의 職業, 家庭의 居住地, 兒童의 衣服, 學用品 등 所有物에 의해 評價한 家庭의 社會 및 經濟的 地位는 두 集團間에 統計的으로 意味있는 差異가 있었다. (ⅳ) 父母의 兒童에 對한 太刀에서는 두 集團間에 매우 意味있는 差異가 있었는데 情緖 不安定兒 父母는 正常兒 父母보다 더 放任的인 傾向이 있었다. 그리고 家庭의 缺損, 父母의 敎育水準, 愛情度에는 두 集團間에 意味있는 差異가 없었다. (ⅴ) 學業成績(특히 국어, 산수)에 있어서 두 集團間에 매우 意味있는 差異가 있었는데, 情緖 不安定兒 集團의 學業成績이 正常兒 集團보다 낮은 것으로 나타났다. (ⅵ) 本 硏究에서는 情緖 不安定兒가 轉學의 經驗이 많았고, 授業 集中力이 不足하였으며, 學校生活에서 問題를 더 많이 가지는 傾向이 있었다. (ⅶ) 正常兒童은 情緖 不安定兒보다 더 오랫동안 交友關係를 維持하는 傾向을 보였고 친구 數가 많았으며, 情緖 不安定兒는 自新의 나이와 다른 친구를 가지는 傾向이 많았다. (ⅷ) 本 硏究에서는 피로를 느끼는 정도, 잔병과 重病을 앓는 정도 등 身體的인 條件이 情緖 不安定을 일으키는 重要한 要因은 아닌 것으로 나타났다. (ⅷi) 本 硏究에서는 自我槪念과 理想的 自我사이에 差異를 가지는 경우가 情緖 不安定의 重要한 要因이 되는 것은 아닌 것으로 나타났다.;The purpose of this study was to investigate whether incidence of emotional disturbance was independent of age, I.Q., family social-economic status, family background, academic achievement, school life, relationship with friends, physical condition, and self-perception. For this purpose 69 possibly emotionally disturbed children at three elementary schools in Seoul were selected using Bower's "Teacher's Child Rating Scale". and 214 so called normal children were selected by teachers exercising clinical judgement. Using a questionnaire designed for this study and the children's academic records, various hypotheses comparing the two groups were tested with the T-test and the Chi-squared test at significance levels 0.01 and 0.05. The test results are listed below: 1. Overage and Emotional Disturbance: a. There was no significant difference between EDC and normal children in the tendency to be overage for school grade. 2. I.Q. and Emotional Disturbance: a. For the children examined in this study, EDC I.Q. tended to be significantly lower than normal child I.Q. 3. Family Social-Economic Status and Emotional Disturbance: a. There was a statistically significant difference between fathers' occupations for EDC and normal children. However, there was no relationship between incidence of emotional disturbance and whether or not the mother was employed. b. There was a statistically significant difference in family residential areas between the EDC and normal groups. c. There was no statistically significant difference concerning family house possession between the EDC and normal groups. d. There was a statistically significant difference concerning children's property(i.e. school supplies, clothes, etc.) between the EDC and normal groups. 4. Family Background and Emotional Disturbance: a. The tendency to be from a broken home was not significantly different for EDC and normal children. b. There was no statistically significant difference concerning parents' education level between the EDC and normal groups. c. There was a statistically significant difference between the ed and normal groups concerning parents' attitudes towards children, with the parents of normal children showing a strong tendency to be more democratic. However, there was no difference concerning parents' affection for their children and parents' counselling of children with their problems. 5. Academic achievement and Emotional Disturbance: a. Based on arithmetic scores from the academic records for the previous grade, the EDC were found to be significantly poorer achievers in arithmetic than were the normal children ; but based on the children's answer to the questionnaire question as to whether or not they were good at arithmetic, there was found no significant difference between the two groups. b. Similarly, previous grade reading scores indicated a very significant difference between the EDC and normal children, but according to the questionnaire result, there was no difference between the two groups. 6. School Life and Emotional Disturbance: a. The tendency to transfer schools was statistically significantly greater for EDC than for normal children. b. The attitude towards school attendance was not significantly different for the EDC and normal children in this study. c. The tendency to pay attention to school subjects was very significantly lower for the EDC than for normal children. d. The tendency to have problems at school was significantly greater for the EDC than for normal children. 7. Relationship with Friends and Emotional Disturbance: a. The normal children in this study displayed a marked tendency to form friendships of more lasting duration than did the EDC. b. There was a very significant difference concerning friends' ages between the EDC and normal groups, with EDC tending strongly to have friends whose ages were different than their own. c. In this study, normal children strongly tended to have a larger number of friends than did EDC, but there was no difference in this respect between emotionally disturbed boys and girls. d. There was no statistical difference between the EDC and normal groups concerning anxiety about problems with friends, as well as no difference in this respect between emotionally disturbed boys and girls. 8. Physical Consition and Emotional Disturbance: (In this study, among a total of 283 pupils there were four physically handicapped children, all in the EDC group of 69 pupils.) a. The tendency to feel fatigue was not different statistically for EDC and normal children. b. The tendency to have minor physical disturbances(i.e., headache, stomachache, etc.) was no different statistically for the EDC and normal groups. c. The tendency to be sick was no different statistically for the EDC and normal groups. 9. Self-perception and Emotional Disturbance: a. Self-perception was not significantly different statistically for the EDC and normal children in this study.