부모, 또래, 지역아동센터 교사와의 관계가 지역아동센터 이용 저소득층 청소년의 학교적응에 미치는 영향

• 영문명: The Effects of Relationships with Parents, Peers, and Community Child Center Teachers on School Adjustment of Low-Income Adolescents Attending Community Child Centers: The Mediating Effect of Resilience
• 발행기관: 한국아동가족복지학회
• 저자명: 이운경(Woon Kyung Lee) 김민주(Minjoo Kim) 윤기봉(Kibong Yun)
• 간행물 정보: 『한국가족복지학』Vol.23 No.4, 633~652쪽, 전체 20쪽
• 주제분류: 사회과학 > 사회복지학
• 파일형태: PDF
• 발행일자: 2018.12.30

국문 초록

This study aimed to examine the direct effects of relationships with parents, peers, and community child center teachers on the school adjustment of low-income adolescents attending community child centers and the indirect effects mediated through adolescents’ resilience. The second-term panel data from the fourth-year Community Child Center Survey was used to analyze 198 adolescents (103 boys, 95 girls) who were first graders at middle schools. SPSS 20.0 and AMOS 20.0 were used to analyze the data through structural equation modeling. The results of the study were as follows: Parental monitoring and peer trust had direct effects on the adolescents' school adjustment, while satisfaction with community child center teachers did not. Parental monitoring, peer trust, and satisfaction with community child center teachers had indirect effects on adolescents' school adjustment mediated through resilience. The school adjustment of low-income adolescents has received attention from both researchers and politicians. The results of this study are notable in that both the important relationships and resilience of low-income adolescents can significantly contribute to their school adjustment in their first year at middle school. Given the developmental needs of low-income adolescents, interventions for school adjustment that consider adolescents’ important social contexts and psychological characteristics should be developed.

목차

Ⅰ. 서 론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

References

키워드

부모의 감독 또래 간 신뢰 지역아동센터 교사 만족도 자아탄력성 학교적응 parental monitoring peer trust satisfaction with community child center teacher resilience school adjustment