ISSN : 1229-0688
본 연구는 우리나라 중학생의 학교적응 구성개념, 즉 학교적응의 영역과 구성요소를 알아보기 위한 것이다. 선행연구를 개관하여 학교적응을 학교공부, 학교친구, 학교교사, 그리고 학교생활의 영역으로 나누고 선행연구에서 사용한 측정도구들의 문항을 인용하거나 참고하여 160문항의 예비 질문지를 구성하였다. 5명의 상담, 임상 전문가들이 문항의 적절성을 검토하였고 이중 113개의 문항이 채택되었다. 이렇게 만들어진 중학생의 학교적응 질문지를 중학생 참여자 726명(남 428, 여 298)에게 실시하여, 질문지의 신뢰도 검증과 탐색적 요인분석을 실시하였다. 그 결과 나타난 각 영역별 하위차원 8개(학교공부; 학업유능감, 학업가치/ 학교친구; 친구관계, 상호협조성/ 학교교사; 교사호감, 친밀감/ 학교생활; 질서, 규칙준수/학교생활만족)를 포함하는 중학생 학교적응 구성개념 모형도를 작성하였고 구조방정식을 통해 확인적 요인분석을 실시 모델의 적합성을 검증하였다. 또한 담임교사들이 응답한 행동 평정과 학교생활지표(성적, 출석상황, 징계유무) 등의 행동 준거들과도 유의미한 상관관계가 나타났다. 본 연구결과의 의의와 학교상담에서의 활용가치, 그리고 연구의 제한점과 후속연구의 필요성이 논의 되었다.
The main purpose of the study is to know what construct concepts our middle-school students have used for school adjustment, particularly areas and components of school adjustment. Based on preceding research on school adjustment, 4 areas of school study, school friend, school teacher, and school life are established. A 160-item prototype questionnaire was formed according to quoting or referring measurement items of preceding research before 5 experts in counseling and clinical psychology investigating suitability of the items, ultimately selecting 113 items as a school adjustment questionnaire for the study. This questionnaire was tested of its reliability and exploratory factor analysis, by trying 726 middle-school students (428 male students and 298 female students). Following 8 sub categories, which are school study: study adaptability and study value, school friend: friend relationship and mutual cooperation, school teacher: teacher preference and intimacy, and finally school life: order / rule observance and school life satisfaction, consists essentially of middle-school students' school adjustment model of the study. Structural Equation Model (SEM), through its confirmatory factor analysis, confirmed fit of this trial model. It also revealed significant relation to behavior rating and school life index (academic result, presence / absence in school, disciplinary punishment, and etc.) from class teachers' response. In the end, the significance and its future application in school counseling were discussed along with restrictions of the present study, suggesting the benefit of further work.
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