지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 임정하
- 발행연도
- 2015
- 저작권
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The purpose of this study was to investigate the relationship between parental acceptance and adolescents’ school adjustment mediated by self-acceptance. Three hundred and sixty eight middle and high school students in Seoul and Gyeonggi area participated in this study. The Perceived Acceptance Scale (PAS: Brock, Sarason, Sanghvi, & Gurung, 1998) was used to assess parental acceptance. The Unconditional Self-Acceptance Questionnaire (USAQ: Seo, 2011) was used to examine self-acceptance. The School Adjustment Scale (Lee & Kim, 2008) was used to measure adolescents’ school adjustment. The data were analyzed using Cronbach’s alpha, frequencies, percentiles, means, standard deviations, t-tests, Pearson’s correlations, SEM(Structural Equation Modeling) and multigroup analysis.
The major findings of this study were as follows:
1. The average level of parental acceptance was not significantly different by gender. Group mean comparisons showed that the average level of self-acceptance and school adjustment were higher in male group than in female group. Additionally, the average level of schoolwork, school teacher and school life were higher in male group than in female group.
2. Parental acceptance was positively related to self-acceptance and adolescents’ school adjustment. Self-acceptance was positively associated with adolescents’ school adjustment.
3. Parental acceptance had influenced on adolescents’ school adjustment directly and indirectly via self-acceptance. Mediation model was invariant across gender.
Findings from this study shows that parental acceptance and self-acceptance are important in improving adolescents’ school adjustment.
The major findings of this study were as follows:
1. The average level of parental acceptance was not significantly different by gender. Group mean comparisons showed that the average level of self-acceptance and school adjustment were higher in male group than in female group. Additionally, the average level of schoolwork, school teacher and school life were higher in male group than in female group.
2. Parental acceptance was positively related to self-acceptance and adolescents’ school adjustment. Self-acceptance was positively associated with adolescents’ school adjustment.
3. Parental acceptance had influenced on adolescents’ school adjustment directly and indirectly via self-acceptance. Mediation model was invariant across gender.
Findings from this study shows that parental acceptance and self-acceptance are important in improving adolescents’ school adjustment.
목차
Ⅰ. 서론1. 연구의 필요성 및 목적 12. 연구문제 6Ⅱ. 이론적 배경1. 부모수용 81) 부모수용의 개념 82) 부모수용의 영향 92. 자기수용 121) 자기수용의 개념 122) 자기수용의 영향 143. 학교적응 164. 부모수용과 자기수용 및 학교적응의 관계 18Ⅲ. 연구방법1. 연구대상 222. 측정도구 231) 부모수용 척도 242) 자기수용 척도 253) 학교적응 척도 253. 연구절차 271) 예비조사 272) 본조사 274. 자료분석 28Ⅳ. 연구결과1. 청소년의 성별에 따른 부모수용과 자기수용 및 학교적응 301) 청소년의 성별에 따른 부모수용 312) 청소년의 성별에 따른 자기수용 323) 청소년의 성별에 따른 학교적응 332. 부모수용과 자기수용 및 청소년의 학교적응 간의 관계 343. 부모수용과 자기수용 및 청소년의 학교적응 간 관계에 대한모형 검증 361) 기본모형 검증 372) 연구모형 검증 393) 성별에 따른 다집단 분석 43Ⅴ. 논의 및 결론1. 요약 및 논의 471) 청소년의 성별에 따른 부모수용과 자기수용 및 학교적응472) 부모수용과 자기수용 및 청소년의 학교적응 간의 관계493) 부모수용과 자기수용 및 청소년의 학교적응 간 관계에 대한모형검증 542. 결론 및 제언 56참고문헌 59부록 72
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