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1 한국학교보건학회지제 29 권제 3 호, 2016 년 12 월 J Korean Soc Sch Health Vol.29 No.3, , December 2016 p-issn e-issn 초등학교고학년학생의학교적응관련요인에관한연구 대구한의대학교간호학과 Study on the Factors related to School Adjustment of upper Elementary Students Na-Young Kim Department of Nursing, Daegu Haany University ABSTRACT Purpose: This study was designed to examine the factors related to school adjustment of upper graders in elementary school. Methods: Data was collected through a questionnaire survey of 304 fifth and sixth grade students from October to November, The collected data was analyzed statistically through frequency, t-test, ANOVA, Scheffe test, Pearson's correlation coefficient and multiple regression analysis, using the SPSS/WIN 22.0 program. Results: First, subjective school record and subjective health status showed significant differences in school adjustment. Second, social support and ego-resilience were positively correlated, while bullying was negatively correlated with school adjustment. Third, significant factors related to school adjustment were social support, ego-resilience, subjective school record. These variables explained 56.4% of the students school adjustment. Bullying was negatively correlated with school adjustment, but the correlation disappeared in the multiple regression analysis, where protective factors such as social support, ego-resilience were controlled for. Conclusion: School nurses should develop plans to enhance social support (teacher support, parents support, friends support) as well as programs to improve the ego-resilience of upper elementary students to help them adjust to school and to prevent and manage bullying. Also family, school and the community should be connected cooperatively with each other. Key Words: Adjustment, Social support, Ego-resilience, Bullying 서론 1. 연구의필요성 최근학교폭력은갈수록저연령화되고있으며폭력의피해정도가심화되고있다. 2014년전국학교폭력실태조사결과학교폭력피해학생의절반이학교폭력으로인해고통스러웠다고응답하였으며피해학생중 42.9% 는폭력의고통으로인 해자살을생각해본경험이있는것으로나타났다 [1]. 더욱심각한점은자살생각이단순한생각으로그치지않고직접자살을시도한다는것이다. 학교폭력피해로인해자살을생각해본적이있다고응답한학생들의 41.8% 는실제로자살시도까지한것으로나타났다 [1]. 또한학교폭력피해학생중 77% 는학교폭력피해후가해학생에게복수를하고싶은충동을느낀적이있다고응답하여피해학생들의분노감과모욕감은심각한수준으로나타났다 [1]. 학교폭력의한형태중집단따 Corresponding author: Na-Young Kim Department of Nursing, Daegu Haany University, 1 Haanydae-ro, Gyeongsan 38610, Korea. Tel: , Fax: , kimny@dhu.ac.kr Received: Nov 15, 2016 / Revised: Dec 10, 2016 / Accepted: Dec 13, 2016 This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Vol. 29 No. 3,

2 돌림을살펴볼수있는데한학생이반복적, 지속적으로한명혹은그이상의다른학생들의부정적행위에노출되었을때를말하며 [2], 또래로부터당하는집단따돌림은학생들의심리적건강과학교적응에심각한문제를야기한다 [3]. 교육부에서발표한 2015학년도학업중단학생현황을살펴보면초등학교의경우학교부적응 ( 학업, 대인관계등 ) 을사유로학업을중단한학생이한해동안 135명으로나타났다 [4]. 이는최소한의의무교육시기도중단할만큼초등학교시기에도심각한학교부적응사례가나타난다는것을시사한다. 한국교육개발원에서학교부적응을조사한연구에따르면 당장이라도학교를그만두고싶다 는초등학생이전체초등학생의 1.3% 로나타났으며이에대한이유로학교공부가재미없어서 (75.2%), 친구들의폭력과따돌림이싫어서 (10.1%), 학교를다녀도희망이없어서 (9.8%), 선생님이나에게관심이없고무시해서 (4.9%) 순으로분석되었다 [5]. 특히 친구들의폭력과따돌림이싫어서 에는초, 중, 고학생중초등학생이가장많이응답하여초등학생의학교폭력으로인한부적응의심각성을시사하였다 [5]. 초등학교고학년학생, 중학생, 고등학생을대상으로한 2016년 1차학교폭력실태조사결과학교급별학교폭력피해응답률은초등학교 2.1%, 중학교 0.5%, 고등학교 0.3% 로초등학교의피해가가장많았으며작년대비중학교는 0.2%, 고등학교는 0.1% 감소하였으나초등학교는오히려 0.1% 증가하였다 [6]. 학교폭력첫피해경험시기로 초등학교 5학년 이 18.2% 로가장높게나타났으며초등학교저학년시기에학교폭력을입은학생은 32.4%, 초등학교고학년때피해를경험한학생은 47.2% 로초등학교시기에피해를당한경우는전체의 79.6% 로대부분학교폭력에처음노출되는시기는초등학교시기이며특히초등학교고학년시기가피해를많이입을수있는시기임을알수있다 [1]. 또한학교폭력가해를경험한학생도초등학교고학년시기가 57.8% 로가장많이나타났다 [1]. 초등학교고학년은아동기에서청소년기초기에이르는과도기로신체적, 정신적으로급격하게성숙해지는시기이며자기주장이나자율성에대한욕구가증가하면서어른들로부터의간섭을피하고또래관계와친구의영향을중요하게생각한다 [7]. 또한개인적또는기질적요인과주변환경간의상호작용의결과로써적응행동을보이며학교생활에대한개인적변인과환경적변인이서로상호작용하여학교적응에영향을미친다 [8]. 학교적응이란학생들이학교에서지적, 정의적, 신체적발달을위해능동적으로참여하는것으로그과정에서여러교육 적여건을자신들의요구에맞게변화시키거나스스로학교의요건을수용하는것을의미하는데 [9], 학교적응을설명하는여러가지심리사회적, 환경적보호요인들중개인적요인인자아탄력성과환경적요인인사회적지지를들수있다. Rutter [10] 는보호요인이자아탄력성의개념을바탕으로하고있으며심각한위기에도불구하고적응적인기능을유지한다고하였다. Cohen과 Hoberman [11] 은대인관계로부터얻을수있는긍정적인자원은괴롭힘경험을가진학생들의학교생활적응에중요한영향을줄수있는사회적자원이라고하였다. 자아탄력성은내적, 외적인스트레스에대해융통성있고풍부한적응능력으로정의되며 [12] 자아탄력성이높은사람은개방적이고정서적으로안정되어있으며삶은의미가있고스스로운명을통제할수있다고인식한다 [13-15]. 이러한특성들은학교적응에긍정적영향을준다 [16]. 사회적지지는사회적관계를통해타인들로부터얻을수있는모든형태의긍정적자원을의미하는것으로인간의기본적인사회적욕구를충족시켜주고환경에대한통제감을주어인간의건강한발달과적응에중요한역할을한다 [17]. 그러나학교적응과사회적지지, 학교적응과자아탄력성등학교적응과각각의변수와의관련성에대한연구는다수수행되었으나 [16,18] 학교적응과집단따돌림, 사회적지지, 자아탄력성과의관련성에대한연구는매우미흡한실정이다. 따라서본연구에서는초등학교고학년학생들의학교적응과자아탄력성, 사회적지지, 집단따돌림과의관련성을알아보고자한다. 이는앞으로보건교사가초등학교고학년학생들의학교적응을촉진시킬수있는프로그램개발의기초자료로활용하는데도움이되리라본다. 2. 연구목적본연구에서는초등학교고학년학생들의학교적응관련요인을조사함으로써학교적응을촉진시킬수있는프로그램개발의기초자료를마련하고자함이며구체적인목적은다음과같다. 초등학교고학년학생의일반적특성에따른학교적응의차이를분석한다. 초등학교고학년학생의사회적지지, 집단따돌림, 자아탄력성과학교적응의상관관계를분석한다. 초등학교고학년학생의학교적응에영향을미치는요인을파악한다. 202 Journal of the Korean Society of School Health

3 초등학교고학년학생의학교적응관련요인에관한연구 연구방법 1. 연구설계 본연구는초등학교고학년학생의학교적응관련요인을분석하기위한서술적조사연구이다. 2. 연구대상, 자료수집및윤리적고려 1) 학교적응학교적응을측정하기위하여 Lee [19] 이개발한학교적응척도를수정 보완하여사용하였다. 본척도는교우관계, 학교수업, 교사관계각 8문항의 3개하위요인별로총 24문항으로구성되어있다. 각문항은 5점 Likert 척도로응답하도록되어있다. 점수가높을수록학교에잘적응하는것을의미한다. Lee [19] 의연구에서 Cronbach's 는.90이었으며, 본연구에서는.94로나타났다. 본연구의대상은일개시에소재한초등학교 4개교에다니는초등학교 5, 6학년남, 여학생들을임의표집하여연구대상으로설정하였다. 표본수는 G*Power 3.1 프로그램을이용하여예상대상자수는다중선형회귀분석에필요한효과크기.15, 유의수준.05, 검정력.80, 고려된독립변수수 5로하였을때 92명으로제시되어탈락률을고려하여 320명을설문조사하였다. 이중불성실한응답이나연구에사용할수없다고판단되는설문지는제외하고총 304명의자료가최종분석에사용되었다. 본연구의조사기간은 2014년 10월부터 11월까지로일개시에소재한초등학교 4개교의교장, 교감, 교무부장의승낙을받고연구자가직접보건교사, 담임교사에게연구의목적, 설문지작성요령과유의사항, 연구에동의하지않을경우참여하지않아도됨을충분히설명하였다. 설문지작성시연구참여동의서를첨부하였고연구참여동의서에는참여를원하지않을경우불이익이없으며언제라도취소가가능하다는내용을포함하였다. 윤리적인고려를위해수집된자료는연구목적으로만사용할것과자료의비밀보장을약속하였으며개인을식별할수있는어떤정보도절대노출되지않을것을설명하였다. 설문조사의목적등이포함된설명문과함께학부모동의서를발송하여학부모와학생이모두연구참여동의서에서명한경우만자기보고법으로직접설문지를작성하도록하여회수하였다. 작성소요시간은약 30 분정도였으며참여학생에게는소정의선물을증정하였다. 3. 연구도구일반적특성부분으로학년, 성별, 경제적수준, 맞벌이유무, 주관적성적수준, 주관적건강상태 6문항, 학교적응 24문항, 사회적지지 24문항집단따돌림정도 15문항, 자아탄력성 14 문항으로총 83문항이다. 2) 사회적지지사회적지지를측정하기위하여 Han [17] 이개발한사회적지지척도를사용하였다. 본척도는친구지지, 가족지지, 교사지지의 3개하위요인별로각 8문항씩, 총 24문항으로구성되어있다. 각문항은 5점 Likert 척도로응답하도록되어있다. 점수가높을수록가족, 친구, 교사의지지를많이받는것으로지각함을의미한다. Han [17] 의연구에서 Cronbach's 는.91이었으며, 본연구에서는.88로나타났다. 3) 자아탄력성자아탄력성은 Block과 Kremen [15] 의자아탄력성척도를 Park [20] 이번안한것을사용하였다. 이척도는대인관계, 활력성, 감정통제, 호기심, 낙관성의총 5개하위요인 14문항으로구성되어있다. 4점척도로 전혀아니다 1점에서 매우그렇다 4점으로만들어졌으며각척도들은초등학교고학년들이쉽게이해하고답할수있는문장으로구성되어있다. Park [20] 의연구에서 Cronbach's 는.85였으며, 본연구에서도구의신뢰도는.88이었다. 4) 집단따돌림본연구에서학생들의집단따돌림의피해정도를측정하기위하여 Choi와 Chae [21] 가제작한도구를사용하였다. 설문의구성은집단따돌림을소외형, 언어형, 신체형으로구분하여 5문항씩총 15문항으로구성되어있으며전혀없었다. 0점, 가끔 1점, 일주일에한두번씩은 2점, 일주일에여러번은 3점을배점하여점수가높을수록피해경험의정도가큼을나타낸다. 소외형은은밀하고은근하게무리를지어한사람을소외시키는유형이고언어형은놀림, 조롱, 욕을하거나협박하는유형으로주로언어로고통을주며따돌리는유형이며, 신체형은강제적인심부름, 신체를이용한심한장난, 강탈, 구타가위주가되는따돌림유형이다. Choi와 Chae [21] 의연구에서 Cronbach's 는.85였으며, 본연구에서도구의신뢰도는.89였다. Vol. 29 No. 3,

4 4. 자료분석 (multiple liner regression analysis) 으로분석하였다. 자료분석은 SPSS/WIN 22.0 프로그램을이용하였다. 조사대상자의일반적특성에따른학교적응의차이는 t-test 또는 ANOVA로분석을하였으며, ANOVA에서통계적으로유의한차이가있는경우에는 Scheffe 방법을적용하여사후분석하였다. 연속형으로측정된외적변인 ( 사회적지지, 집단따돌림 ) 및내적변인 ( 자아탄력성 ) 과학교적응간에는상관분석 (Pearson's correlation coefficient) 을실시하였으며, 초등학교고학년학생의학교적응관련요인은다중선형회귀분석 Table 1. General Characteristics (N=304) Variables Categories n(%) Gender Boy 163 (53.5) Girl 141 (46.5) Grade 5th 6th 152 (50.0) 152 (50.0) 연구결과 1. 대상자의일반적특성 본연구대상자의일반적인특성은 Table 1과같다. 남학생이 53.3%, 여학생이 46.5% 였으며 5학년과 6학년의수는각각 50% 로같았다. 경제적수준은 보통이다 로응답한학생이 71.6%, 잘사는편이다 에응답한학생이 25.4%, 가난한편이다 로응답한학생은 3.0% 로나타났다. 부모님의맞벌이유무에서 유 에대답한학생은 66.4%, 무 에대답한학생은 33.6% 였다. 주관적성적수준은 중위권 이 66.7% 로가장많았으며 하위권 이 22.1%, 상위권 이 11.2% 로나타났다. 주관적건강상태는 건강한편이다 가 79.9%, 건강하지않다 가 20.1% 로나타났다. Economic status Dual-income family Good Moderate Poor Yes No 77 (25.4) 218 (71.6) 9 (3.0) 202 (66.4) 102 (33.6) 2. 일반적특성에따른학교적응의차이초등학교고학년학생의일반적특성에따른학교적응의차이는 Table 2와같다. 주관적성적수준 (F=22.01, p<.001) 과 Subjective school record Subjective health status Top Middle Bottom Good Poor 34 (11.2) 203 (66.7) 67 (22.1) 243 (79.9) 61 (20.1) 주관적건강상태 (t=2.46, p=.015) 에서통계적으로유의한차이가나타났다. 주관적성적수준이높은군일수록학교적응이통계적으로유의하게증가하는경향을보였다. 또한주관적건강상태가부정적인군에비해상대적으로긍정적인군의경우학교적응이유의하게높은것으로나타났다. Table 2. Differences in School Adjustment according to General Characteristics (N=304) Characteristics Categories M±SD t or F p Grade 5 6 Gender Economic status Dual-income family Subjective school record Subjective health status Scheffe test: a<b<c. Boy Girl Good Moderate Poor Yes No Top Middle Bottom Good Poor 3.40± ± ± ± ± ± ± ± ± a ± b ± c ± ± ± < Journal of the Korean Society of School Health

5 초등학교고학년학생의학교적응관련요인에관한연구 3. 학교적응과사회적지지, 집단따돌림, 자아탄력성의상관관계초등학교고학년학생의사회적지지, 집단따돌림, 자아탄력성과의상관관계는 Table 3과같다. 사회적지지와학교적응은정적상관관계를보였으며 (r=.68, p<.001), 집단따돌림과학교적응은부적상관관계를가진것으로나타났다 (r=-.26, p<.001). 자아탄력성과학교적응은정적상관관계를가진것으로나타났다 (r=.58, p<.001). 따라서사회적지지, 자아탄력성이증가할수록학교적응은높아지는경향을보인반면에, 집단따돌림이증가할수록학교적응은감소하는경향을보였다. 4. 학교적응과관련된요인초등학교고학년의학교적응에관련요인을살펴보기위해 Table 4와같이다중회귀분석을실시하였다. 그결과, 선형회 귀모형은통계적으로유의하였으며, 고려된독립변수들이종속변수인학교적응을 56.4% 설명하였다. 초등학교고학년의학교적응에미치는관련요인에는고려된독립변수들중유의한관련성이있는변수는사회적지지, 자아탄력성, 주관적성적수준인것으로나타났다. 초등학교고학년의학교적응에가장큰영향을준요인은사회적지지 (β=.486, p<.001) 이었고자아탄력성 (β=.314, p<.001), 주관적성적수준 ( 상vs하 β= -.188, 상vs중 β=-.161, p<.001) 의순이었다. 사회적지지점수가높을수록, 자아탄력성점수가높을수록그리고주관적성적수준이높을수록학교적응에유의한영향을미치는것으로분석되었다. 독립성충족여부는 Durbin-Watson 통계량값이 1.93으로 2에근접하고있어독립성이만족된다고볼수있다. 또한분산팽창요인 (VIF) 은 10 이상, 공차한계 (TOL) 는 0.1 이하면다중공선성을의심해야하는데, 본연구는 VIF값이최대 1.63, TOL 값이최하 0.61로다중공선성은없다고볼수있다. Table 3. Correlation between Social Support, Bullying, Ego-resilience and School Adjustment (N=304) Variables School adjustment School class Teacher relationship Friend relationship Social support Friends support Parents support Teacher support.68***.56***.49***.59***.61***.46***.48***.52***.58***.40***.44***.58***.63***.67***.39***.45*** Bullying Isolated Verbal Physical -.26*** -.27*** -.23*** -.14* -.25*** -.23*** -.24*** -.12* -.12* -.13* *** -.41*** -.31*** -.19** Ego-resilience Peer relationship Vitality Emotion control Curiosity Optimism.58***.57***.48***.49***.41***.47***.50***.49***.42***.44***.37***.37***.43***.41***.32***.40***.30***.37***.63***.66***.56***.47***.43***.53*** *p<.05; **p<.01; ***p<.001. Table 4. Factors related to School Adjustment (N=304) Variables B SE β t p Social support <.001 Bullying Ego-resilience <.001 Subjective school record: middle <.001 Subjective school record: bottom <.001 Subjective health status: poor Adj. R 2 =.564, F=66.267, p<.001 Dummy variables (reference group): subjective school record (top), subjective health status (good). Vol. 29 No. 3,

6 논의 일반적특성에따른학교적응차이의분석결과주관적성적과주관적건강상태에서유의한차이가있는것으로나타났는데초등학교고학년학생과중학생을대상으로학교적응에영향을미치는변인을분석한 Park과 Yoon [22] 의연구에서도학교성적을상중하로나누었을때학생들이학교성적을상이라고인식할때학교적응을더잘하는것으로나타나본연구결과와일치하였다. 또한중학생을대상으로학생건강체력에따른학교생활적응의차이를분석한 Huh [23] 의연구에서도학생건강체력이높은학생일수록신체적자기개념이높았고학교생활적응도높게나타나본연구결과와비슷한결과로볼수있었다. 초등학교고학년학생들의학교적응을향상시키기위해학업성취에대해긍정적으로인식할수있도록기존의서열위주의교사와부모의인식구조를개선하여자신의학습에대한성공적인경험을할수있는프로그램개발이필요할것이다. 또한가정에서의건강한생활습관과건강관리, 학교와지역사회에서의건강을지향하는분위기조성등초등학생들이건강한생활을할수있도록가정과학교, 지역사회의협력과노력이필요할것이다. Park과 Yoon [22] 의연구에서는학교적응, 특히교우관계에서여학생이남학생보다더잘적응하는것으로나타났는데본연구에서는통계적으로유의하지는않았지만성별에서여학생 3.55점, 남학생 3.40으로여학생이높은점수를보였다. Park과 Yoon [22] 의연구에서는경제적수준에따라학교적응에유의한차이를보여본연구결과와는다른결과를나타내었는데이는대상자가초등학교고학년학생과중학생으로본연구와다르며대상자의거주지역도다르기때문으로생각된다. 이에대한추후연구가필요할것이다. 본연구결과에서사회적지지와학교적응은중간또는강한정적상관이있었는데대상자의학년이본연구와같은 Lee 와 Ryu [16], Gu와 Park [18] 의연구에서도본연구결과와일치하였다. 초등학생들의학교적응을향상시키기위해서는교사지지, 친구지지, 가족지지가모두중요하다고볼수있으며부모와의관계, 교사와의관계, 친구와의관계가적절하게이루어질수있도록부모와교사의도움이반드시필요하다고하겠다. 초등학생들의대인관계를개선하기위해서는먼저부모및교사의학생에대한이해도증진및의사소통향상을위한프로그램운영이필요할것이다. 본연구결과에서집단따돌림과학교적응의상관관계에서부적상관이있는것으로나타났는데 Kim [3] 과 Sunwoo와 Lee [24] 의연구에서도본연구결 과와비슷한결과를보였다. 이는초등학교고학년학생의학교적응을증진시키기위해서는학교와가정에서집단따돌림이반드시관리되어져야함을시사한다. 본연구결과자아탄력성과학교적응의상관관계에서중간또는강한정적상관이있는것으로나타났는데이는본연구대상자와학년이같은 Lee와 Ryu [16] 의연구결과와일치하였다. 자아탄력성과학교적응과의관련성에있어서는본연구결과와함께다수의연구에서중간또는강한정적상관관계를나타내어자아탄력성이학교적응에있어중요한개인내적보호요인임을확인할수있었다. 회귀분석결과초등학교고학년학생의환경적보호요인인사회적지지, 개인적변인인자아탄력성, 일반적특성인주관적성적수준은학교적응에대해 56.4% 의설명력을가지는것으로나타났다. Park과 Yoon [22] 의연구에서도학생들은주관적으로성적이좋다고인지할수록학교적응을잘하는것으로분석되어본연구결과와같은결과를나타내었다. 또한초등학교 1학년, 4학년, 중학교 1학년을대상으로수행한 Kwon 과 Chung [25] 의연구에서는정서문제, 자아탄력성, 삶의만족도, 취학전사교육경험, 부모의양육태도중자아탄력성은학교적응에대한 55% 설명력중 23% 를설명하는것으로분석되어본연구결과를지지하였다. 초등학교 5학년과 6학년을대상으로수행한 Hur과 Kim [26] 의연구에서는부애착안정성, 모애착안정성, 사회적지지중사회적지지가변인의설명력 62% 중 54% 를차지하여본연구결과와유사한결과가나타났다. 이는사회적지지와자아탄력성이학교적응을설명하는데있어강력한보호요인임을시사한다. 상관분석에서집단따돌림은학교적응과부적상관관계가있는것으로나타났으나회귀분석에서집단따돌림은사회적지지, 자아탄력성과같은보호요인과함께있을때학교적응과유의한관련성을보이지않았다. Kim [3] 의연구에서도집단따돌림은상관분석에서는학교적응에부적관계가있었지만심리적건강등다른변수와같이있을때학교적응에직접적인영향을주지않았다. Sunwoo와 Lee [24] 의연구에서는집단따돌림은교사와학생과의관계가긍정적인경우집단따돌림을경험한경우라도학교적응이양호한것으로나타나교사의역할을강조하였다. 초등학교고학년학생이집단따돌림을경험한다고하더라도사회적지지와자아탄력성의향상으로학교적응을도모할수있다는본연구결과는초등학생들을양육, 상담, 지도하고교육하는입장에서매우중요한의미를가진다. 초등학교고학년학생들의집단따돌림을예방및관리를위해교사와부모의적극적인중재가필요할것이며이를 206 Journal of the Korean Society of School Health

7 초등학교고학년학생의학교적응관련요인에관한연구 위해서는학생을위한교육뿐만아니라교사와부모를위한체계적인프로그램이선행되어야할것이다. 학교에서는특히학생과교사간에관계개선에대한중요성을인식하고건강한신뢰관계형성을위한노력이필요하다. 친구간의관계성향상을위한의사소통기술및대인관계에서상호간에지켜야할사항등에대한교육도실시되어야할것이다. 또한가정과학교에서서열중심의학업성취가아닌개인이흥미를가지고노력하여조금씩학업을개선할수있도록하여성취감과자신감을가질수있도록분위기를조성하는것이필요할것이다. 자아탄력성은학교적응에있어강력한내적보호요인이므로이를향상시킬수있도록자아탄력성에대한사회의관심과이를향상시키기위한프로그램개발및지속적인운영이이루어져야할것이다. 본연구는연구대상자의자가보고에의한것이기때문에과소또는과대추정될가능성이있을것이며연구대상자선정을일개시에있는초등학교고학년만을대상으로하였기때문에연구결과를우리나라전체초등학교고학년학생에게일반화하는데제한이있을수있다. 결론 본연구는초등학교고학년학생들의학교적응을촉진할수있는프로그램개발의기초자료를마련하고자시도되었으며학교적응의관련요인을알아보기위해사회적지지, 집단따돌림, 자아탄력성의관련성을알아보았다. 초등학교고학년학생의사회적지지, 자아탄력성, 성적은학교적응에대해 56.4% 의설명력을가지는것으로나타났으며상관관계분석에서집단따돌림은학교적응과부적상관관계가있는것으로나타났으나회귀분석에서집단따돌림은사회적지지, 자아탄력성과같은보호요인을보정하면서학교적응과유의한관련성을보이지않았다. 초등학교고학년학생이집단따돌림을경험한다고하더라도사회적지지, 자아탄력성의향상등보호요인의강화로학교적응을도모할수있을것이다. 초등학생의학교적응을위해집단따돌림의예방과관리를위한노력이필요하며, 이를위해교사지지, 부모지지, 친구지지와같은사회적지지를활성화할수있는방안과학생의학업성취를향상시킬수있는프로그램, 학생의자아탄력성을증진시킬수있는프로그램이개발되고운영되어야할것이다. 향후연구를위한제언은다음과같다. 첫째, 학교적응과관련하여집단따돌림, 자아탄력성, 사회적지지가어떻게상호작용하는지에대한인과관계에대해살 펴볼필요가있다. 둘째, 집단따돌림과관련하여학교적응을촉진하기위한사회적지지와자아탄력성강화프로그램의개발및효과검증이이루어져야할것이다. REFERENCES 1. Adolescent Violence Prevention Foundation The major results of school violence in a nationwide survey [internet]. Seoul: Author; 2016 [cited 2016 August 13]. Available from: ng3_2&wr_id= Olweus D. Aggression in the schools: Bullies and whipping boys. Washington, DC: Hemisphere; p Kim HW. A structural equation model analysis on relationships among peer rejection, peer victimization, psychological health, school attitudes, and school adjustment. Journal of Adolescent Welfare. 2011;13(2): Ministry of Education The results of present-condition survey on the school dropouts [internet]. Seoul: Author; 2016 [cited 2016 September 29]. Available from: Id=294&boardSeq= Lee HY. School maladjustment diagnosis and countermeasures (I). Research Report. Seoul: Korean Educational Development Institute; 2012 December. Report No.: RR Ministry of Education The 1st results of school violence the survey [internet]. Seoul: Author; 2016 [cited 2016 August 9]. Available from: Id=294&boardSeq= Yoon BN, Y HK, Kwon SY. A study of the development of a prevention program to avoid bullying focusing on sympathy for elementary school students in higher grade. The Journal of Child Education. 2009;18(4): Song YK, Kim YH, Hwang SS. Effects from the interaction of ego resilience, social supports in the school adjustment of elementary school children. Korean Journal of Human Ecology. 2011;20(1): Kim YR. An analysis on the validation of school learning motivation scale (A) & school-related coping scale (B) and relations between (A) & (B). 2000;17: Rutter M. Psychosocial resilience and protective mechanism. In: Rolf J, Masten AS, Cicchetti D, Nuechterlein KH, Weintraub S, editors. Risk and protective factors in the development Psychopathology. Cambridge: Cambridge University Press; p Cohen S, Hoberman H. Positive events and social supporters buffers of life change stress. Journal of Applied Social Psycho- Vol. 29 No. 3,

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