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
- 발행연도
- 2016
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이 논문의 연구 히스토리 (5)
2018
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This study aims to examine the types of parents-children communication in multicultural families based on the rapidly increasing number of children of multicultural families and its impact on their self-identity and peer relationship.
The subjects of study were 130 fifth and sixth graders in elementary school and first, second and third graders in middle school from the multicultural families in the Jeollanam-do region, and a survey was conducted with the students.
To measure the parents-children communication, PACI developed by Barnes and Olson (1982) was used, for the children’s ego-identity, ‘Korean Adolescent Ego-identity Scale’ developed by Park, A-cheong (1996), which was reconstructed by Song, Hyeon-ok (2008) was used, and for peer relationship, NRI of Furman and Buhrmester (1985), which was supplemented by Yu An-jin et al. (2002) was used as a tool of measurement. The collected data were analyzed by frequency analysis, independent sample t-test, ANOVA, correlation analysis, multiple regression analysis, using SPSS 18.0.
The results of the study obtained through the above process are as follows:
First, by the sex of the children of multicultural families, the girls had problem-oriented communication with their mother more than the boys did. However, by the level of school, there was no difference in the type of parents-children communication.
Second, there were differences in the level of proficiency in Korean of the mothers from the multicultural families among all types of parents-children communication. In other words, the mother''s Korean proficiency level above the average affects all types of parents-children communication.
Third, multicultural families’ parents-children communication had a positive correlation with the self-identity of children, and the mother’s open communication had significant impacts on future certainty and the overall self-identity, of the sub-factors of self-identity.
Fourth, parents-children communication in multicultural families had a positive correlation with the peer relationship of children, and the mother''s open communication has positive impacts on the children’s satisfaction with their peer relationship and the overall peer relationship, of the sub-factors of peer relationship. In addition, in the one-sided leading factor, it turned out that the father''s problem-oriented communication had a significant impact.
Based on the results of this study, this study suggests the importance of the parents-children communication of the multicultural families, and it is expected that education programs and counseling materials will be developed to form a desirable self-identity and maintain amicable peer relationship in the children of multicultural families.
The subjects of study were 130 fifth and sixth graders in elementary school and first, second and third graders in middle school from the multicultural families in the Jeollanam-do region, and a survey was conducted with the students.
To measure the parents-children communication, PACI developed by Barnes and Olson (1982) was used, for the children’s ego-identity, ‘Korean Adolescent Ego-identity Scale’ developed by Park, A-cheong (1996), which was reconstructed by Song, Hyeon-ok (2008) was used, and for peer relationship, NRI of Furman and Buhrmester (1985), which was supplemented by Yu An-jin et al. (2002) was used as a tool of measurement. The collected data were analyzed by frequency analysis, independent sample t-test, ANOVA, correlation analysis, multiple regression analysis, using SPSS 18.0.
The results of the study obtained through the above process are as follows:
First, by the sex of the children of multicultural families, the girls had problem-oriented communication with their mother more than the boys did. However, by the level of school, there was no difference in the type of parents-children communication.
Second, there were differences in the level of proficiency in Korean of the mothers from the multicultural families among all types of parents-children communication. In other words, the mother''s Korean proficiency level above the average affects all types of parents-children communication.
Third, multicultural families’ parents-children communication had a positive correlation with the self-identity of children, and the mother’s open communication had significant impacts on future certainty and the overall self-identity, of the sub-factors of self-identity.
Fourth, parents-children communication in multicultural families had a positive correlation with the peer relationship of children, and the mother''s open communication has positive impacts on the children’s satisfaction with their peer relationship and the overall peer relationship, of the sub-factors of peer relationship. In addition, in the one-sided leading factor, it turned out that the father''s problem-oriented communication had a significant impact.
Based on the results of this study, this study suggests the importance of the parents-children communication of the multicultural families, and it is expected that education programs and counseling materials will be developed to form a desirable self-identity and maintain amicable peer relationship in the children of multicultural families.
목차
Ⅰ. 서 론 ................................................................................................11. 연구의 필요성 및 목적 ......................................................................12. 연구문제 ............................................................................................43. 용어정의 ............................................................................................6Ⅱ. 이론적 배경 .........................................................................................71. 다문화가정 .........................................................................................71) 다문화가정 개념 .............................................................................72) 다문화가정 자녀 현황 ....................................................................82. 부모-자녀 의사소통 .........................................................................111) 부모-자녀 의사소통 개념 .............................................................112) 부모-자녀 의사소통 유형 ............................................................123) 다문화가정 부모-자녀 의사소통 ..................................................143. 자아정체성 .......................................................................................151) 자아정체성 이해 ...........................................................................152) 다문화가정 자녀 자아정체성 ........................................................164. 또래관계 ..........................................................................................181) 또래관계 의미 ..............................................................................182) 다문화가정 자녀 또래관계 ...........................................................195. 선행연구 ..........................................................................................211) 부모-자녀 의사소통과 자녀의 자아정체성 연구 ..........................212) 부모-자녀 의사소통과 자녀의 또래관계 연구 ..............................22Ⅲ. 연구방법 ............................................................................................231. 연구대상 ..........................................................................................232. 측정도구 ..........................................................................................243. 자료수집 ..........................................................................................284. 자료처리 ..........................................................................................30Ⅳ. 연구결과 ............................................................................................311. 연구대상자의 인구학적 배경 ...........................................................312. 다문화가정 자녀의 성별, 학교 급에 따른 부모-자녀 의사소통 유형의 차이 .............................................................................................333. 다문화가정 어머니의 한국어 능력 정도에 따른 부모-자녀 의사소통 유형의 차이 .................................................................................354. 다문화가정 부모-자녀 의사소통 유형이 자녀의 자아정체성과의 관계 및 영향 ........................................................................................365. 다문화가정 부모-자녀 의사소통 유형이 자녀의 또래관계와의 관계 및 영향...............................................................................................44Ⅴ. 논의 및 결론 ......................................................................................551. 논의 .................................................................................................552. 결론 및 제언 ....................................................................................59참고문헌 ...................................................................................................62부록 ..........................................................................................................71Abstract ...................................................................................................76
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