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open access
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ISSN : 1229-0688
본 연구는 중퇴경험 청소년이나 잠재적 중퇴 청소년의 학교적응유연성과 관련된 위험요인과 그 영향을 완화시켜주는 보호요인이 무엇이며 특히 동일한 위험 조건에서도 잘 적응하는 청소년과 심각한 부적응 양상을 보이는 청소년을 구분하게 하는 보호요인은 무엇인지 알아보고자 하는 탐색연구이다. 이를 위해 부천 소재 근로청소년 야간실업학교의 중퇴경험 청소년 92명을 대상으로 7개의 위험요인(우울/포기성향, 충동/공격성향, 개인의 발달적 위험, 가족 구조, 가족 역기능, 사회경제적 지위, 생활사건 스트레스). 13개의 보호요인(책임감, 계획성, 내적 통제소재, 자기 효능감, 대인관계 기술, 부의 민주적 양육태도, 모의 민주적 양육태도, 가족지지, 또래지지, 교사지지, 학교의 민주적 분위기, 직무만족, 교과 외 활동 참여). 그리고 종속변인인 학교적응유연성으로 구성된 질문지 검사를 실시했다. 또 연구집단과의 비교를 위해 인천과 영등포에 소재한 J고와 Y고의 1, 2학년 남녀학생 109명에게도 위험요인 7개와 학교적응유연성으로 구성된 질문지 검사를 실시했다. 연구 결과 연구집단에서는 충동/공격성이, 비교집단에서는 우울/포기성향이 학교적응유연성에 가장 큰 영향을 미치는 위험요인이었고 비교집단에서는 결손가정출신 청소년이 학교적응력이 떨어지는 데 비해 연구집단에서는 오히려 높은 성취태도를 보였다. 학교적응유연성에 가장 영향력 있는 보호요인은 학교의 민주적 분위기, 교사의 지지, 책임감이었다. 처음에 보호요인으로 설정되었던 또래지지는 오히려 위험요인으로 드러났으며 부모의 민주적 양육태도는 유의미한 영향을 보이지 않았다. 마지막으로 고ㆍ저적응집단 모두 결손가정, 낮은 사회경제적 지위, 발달적 위험 등 동일한 환경적 위험에 처해 있었지만 고적응집단이 낮은 충동성, 책임감, 효능감 등 개인자원이 더 많았고 교사의 지지와 민주적 학교분위기 지각 정도가 훨씬 높았다.
The purpose of this study is to find out the risk factors concerning the school resilience and to explore what kind of protective factors serve to alleviate the influence of those risk factors among dropout or latent dropout adolescents. This study also aims at searching for the protective factors which exert influences on school dropout adolescents' school resilience under the same risky conditions. Data were collected via a questionnaire survey of 92 vocational high school students who had experienced dropout or had been rated as latent dropout. The questionnaire was consisted of the check list of 7 risk factors (depressive/giving-up trait, aggressive/impulsive trait, personal developmental risk, family structure, family dysfunction, socioeconomic status, and life event stress) and the check list of 13 protective factors(responsibility, planfulness, internal locus of control, self efficacy, social skill, democratic parenting of the father, democratic parenting of the mother, the family's support, the peer group's support, the teacher's support, positive climate of school, job satisfaction, and extracurricular activities) with school resilience(composed of the interest in school, academic achievement, rule-governed conduct) as a dependent variable. To compare with ordinary students, 109 regular academic high school students in Youngdeungpo and Inchon were also surveyed with the check list of 7 risk factors and school resilience. It was found out that the research group has been exposed to much more accumulated risk factors than the compare group. The most influential risk factor for the school resilience was the aggressive/impulsive trait of adolescents. There was the difference in characteristic quality between groups since students from single or no parent family in the comparison group tended to fail in school resilience, whereas those in the research group showed more positive attitude towards academic achievement. The influential protective factors for school resilience were the positive climate of school, the teacher's support, and responsibility. Overall protective factors are much more likely to explain school resilience than risk factors. There were no differences in family structure, socioeconomic status, and personal developmental risk between high and low resilient adolescents at higher risks. However, there were significant differences in the aggressive/impulsive trait, depressive/giving-up trait, life event stress, and family dysfunction. Among protective factors, responsibility, self efficacy, teacher's support and the positive climate of school showed significant influences on school resilience.