초등학생이 지각한 교사-학생 관계와 학교적응 및 문제행동의 관계 Relationship of Perceived Teacher-Student Relationship to School Adjustment and Problem Behaviors in Elementary School Students원문보기
이 연구는 초등학생이 지각한 교사-학생 관계와 학교적응 및 문제행동의 관계를 분석하는데 있다. 교사-학생관계와 학교적응, 교사-학생관계와 문제행동, 학교적응과 문제행동의 관계를 알아보고, 교사-학생관계와 학교적응과의 관계를 학생의 성별, 학년별(5학년, 6학년)로 그 관계의 정도를 분석하였으며, 교사-학생관계와 학생의 문제행동 관계를 교사의 성, 연령, 결혼여부에 따른 변인별로 관계를 분석하는데 연구의 초점을 두었다. 인천 및 경기도에 소재한 15개의 초등학교 5, 6학년 학생으로 학급에서 담임교사의 누적관찰을 통한 문제행동 학생 남녀 각 1명씩, 적응학생 남녀 각 1명씩으로 하여 448명과 대상 학생의 담임교사 112명을 연구대상으로 하여 교사-학생 관계, 학교적응, 문제행동 척도검사를 실시하였다. 가설들을 검증하기 위해 ...
이 연구는 초등학생이 지각한 교사-학생 관계와 학교적응 및 문제행동의 관계를 분석하는데 있다. 교사-학생관계와 학교적응, 교사-학생관계와 문제행동, 학교적응과 문제행동의 관계를 알아보고, 교사-학생관계와 학교적응과의 관계를 학생의 성별, 학년별(5학년, 6학년)로 그 관계의 정도를 분석하였으며, 교사-학생관계와 학생의 문제행동 관계를 교사의 성, 연령, 결혼여부에 따른 변인별로 관계를 분석하는데 연구의 초점을 두었다. 인천 및 경기도에 소재한 15개의 초등학교 5, 6학년 학생으로 학급에서 담임교사의 누적관찰을 통한 문제행동 학생 남녀 각 1명씩, 적응학생 남녀 각 1명씩으로 하여 448명과 대상 학생의 담임교사 112명을 연구대상으로 하여 교사-학생 관계, 학교적응, 문제행동 척도검사를 실시하였다. 가설들을 검증하기 위해 SPSS 15.0 프로그램을 사용하여 빈도분석과 Pearson 상관분석을 실시한 결과, 다음과 같은 결과가 도출되었다. 첫째, 학생이 지각한 교사-학생관계와 학교적응은 모두 유의미한 정적 상관을 보였으며, 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동은 유의미한 부적상관을 보였다. 또한, 학생이 지각한 학교적응과 교사가 지각한 학생의 문제행동은 전체 점수 및 하위요인들 모두 서로 유의미한 부적상관을 보였다. 둘째, 학생의 성별에 따른 교사-학생관계와 학교적응 간의 관계는 유의미한 정적 상관관계를 보였다. 전반적으로 교사-학생관계와 학교적응과의 상관정도는 남녀학생의 경우 비슷한 경향을 보였으나, 교사관련 학교적응과 교사-학생관계의 상관정도에서는 여학생이 남학생보다 다소 높은 경향을 보였으며, 학생의 학년에 따른 교사-학생관계와 학교적응 간의 관계는 5, 6학년 모두에서 교사-학생관계와 학교적응은 유의미한 상관이 있음을 나타내었으며 두 학년 간에 유사한 경향을 보였다. 셋째, 교사 성별에 따른 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동과의 상관은 남교사가 이해 공감, 신뢰감, 존중감의 영역에서 교사-학생관계와 학생의 문제행동과의 상관이 통계적으로 유의미하지 않았고, 친밀감과 유능감 영역에서만 유의미하였으나, 여교사의 경우에는 모든 하위 영역에서 유의미함을 보였으며, 교사의 연령에 따른 교사-학생관계와 문제행동간 관계에서는 40대 미만 교사는 학생이 교사-학생관계에서 교사가 유능하다고 지각할수록 학생의 문제행동을 보다 낮게 지각하는 것으로 보이나, 40대 이상 교사는 학생이 교사-학생관계에서 교사가 유능하다고 지각하는 것과 학생의 문제행동 수준의 지각은 상관이 낮았다. 한편, 교사의 결혼여부에 따른 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동은 전체 점수 및 하위요인들이 서로 유의미한 부적상관을 보였는데, 또래관련 문제행동과 교사-학생관계 간의 상관정도에서는 미혼교사보다 기혼교사가 좀 더 높은 상관을 보인 하위요인이 많았다. 또한 교사-학생관계 중 유능감 하위요인과 학생의 문제행동간의 상관 정도에서도 미혼교사보다 기혼교사가 좀 더 높은 상관을 보였다. 본 연구를 통해 긍정적인 교사-학생 관계는 학생의 학교적응을 원만하게 하며, 원만한 학교적응은 학생의 문제행동을 예방하거나 낮아지게 하는 것과도 복합적으로 관련됨을 규명하였으며, 학생들의 학교적응도를 높이고 문제행동을 예방하기 위해서는 바람직한 교사-학생 관계를 증진할 수 있는 교사 내면의 교육애와 교육정책적인 다양한 교사연수 프로그램 개발 및 실질적인 교사-학생 관계의 피드백이 이루어짐이 중요하다는 것을 시사한다. 핵심어: 교사-학생 관계, 학교적응, 문제행동
이 연구는 초등학생이 지각한 교사-학생 관계와 학교적응 및 문제행동의 관계를 분석하는데 있다. 교사-학생관계와 학교적응, 교사-학생관계와 문제행동, 학교적응과 문제행동의 관계를 알아보고, 교사-학생관계와 학교적응과의 관계를 학생의 성별, 학년별(5학년, 6학년)로 그 관계의 정도를 분석하였으며, 교사-학생관계와 학생의 문제행동 관계를 교사의 성, 연령, 결혼여부에 따른 변인별로 관계를 분석하는데 연구의 초점을 두었다. 인천 및 경기도에 소재한 15개의 초등학교 5, 6학년 학생으로 학급에서 담임교사의 누적관찰을 통한 문제행동 학생 남녀 각 1명씩, 적응학생 남녀 각 1명씩으로 하여 448명과 대상 학생의 담임교사 112명을 연구대상으로 하여 교사-학생 관계, 학교적응, 문제행동 척도검사를 실시하였다. 가설들을 검증하기 위해 SPSS 15.0 프로그램을 사용하여 빈도분석과 Pearson 상관분석을 실시한 결과, 다음과 같은 결과가 도출되었다. 첫째, 학생이 지각한 교사-학생관계와 학교적응은 모두 유의미한 정적 상관을 보였으며, 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동은 유의미한 부적상관을 보였다. 또한, 학생이 지각한 학교적응과 교사가 지각한 학생의 문제행동은 전체 점수 및 하위요인들 모두 서로 유의미한 부적상관을 보였다. 둘째, 학생의 성별에 따른 교사-학생관계와 학교적응 간의 관계는 유의미한 정적 상관관계를 보였다. 전반적으로 교사-학생관계와 학교적응과의 상관정도는 남녀학생의 경우 비슷한 경향을 보였으나, 교사관련 학교적응과 교사-학생관계의 상관정도에서는 여학생이 남학생보다 다소 높은 경향을 보였으며, 학생의 학년에 따른 교사-학생관계와 학교적응 간의 관계는 5, 6학년 모두에서 교사-학생관계와 학교적응은 유의미한 상관이 있음을 나타내었으며 두 학년 간에 유사한 경향을 보였다. 셋째, 교사 성별에 따른 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동과의 상관은 남교사가 이해 공감, 신뢰감, 존중감의 영역에서 교사-학생관계와 학생의 문제행동과의 상관이 통계적으로 유의미하지 않았고, 친밀감과 유능감 영역에서만 유의미하였으나, 여교사의 경우에는 모든 하위 영역에서 유의미함을 보였으며, 교사의 연령에 따른 교사-학생관계와 문제행동간 관계에서는 40대 미만 교사는 학생이 교사-학생관계에서 교사가 유능하다고 지각할수록 학생의 문제행동을 보다 낮게 지각하는 것으로 보이나, 40대 이상 교사는 학생이 교사-학생관계에서 교사가 유능하다고 지각하는 것과 학생의 문제행동 수준의 지각은 상관이 낮았다. 한편, 교사의 결혼여부에 따른 학생이 지각한 교사-학생관계와 교사가 지각한 학생의 문제행동은 전체 점수 및 하위요인들이 서로 유의미한 부적상관을 보였는데, 또래관련 문제행동과 교사-학생관계 간의 상관정도에서는 미혼교사보다 기혼교사가 좀 더 높은 상관을 보인 하위요인이 많았다. 또한 교사-학생관계 중 유능감 하위요인과 학생의 문제행동간의 상관 정도에서도 미혼교사보다 기혼교사가 좀 더 높은 상관을 보였다. 본 연구를 통해 긍정적인 교사-학생 관계는 학생의 학교적응을 원만하게 하며, 원만한 학교적응은 학생의 문제행동을 예방하거나 낮아지게 하는 것과도 복합적으로 관련됨을 규명하였으며, 학생들의 학교적응도를 높이고 문제행동을 예방하기 위해서는 바람직한 교사-학생 관계를 증진할 수 있는 교사 내면의 교육애와 교육정책적인 다양한 교사연수 프로그램 개발 및 실질적인 교사-학생 관계의 피드백이 이루어짐이 중요하다는 것을 시사한다. 핵심어: 교사-학생 관계, 학교적응, 문제행동
The purpose of this study was to examine the relationship of teacher-student relationship perceived by elementary school students to their school adjustment and problem behavior. It's specifically meant to analyze the relationship between teacher-student relationship and school adjustment, between t...
The purpose of this study was to examine the relationship of teacher-student relationship perceived by elementary school students to their school adjustment and problem behavior. It's specifically meant to analyze the relationship between teacher-student relationship and school adjustment, between teacher-student relationship and problem behaviors and between school adjustment and problem behaviors, the level of the relationship between teacher-student relationship and school adjustment by gender and grade(fifth and sixth grade), and the relationship between teacher-student relationship and problem behaviors by the gender, age and marital status of teachers. The subjects in this study were 448 fifth- and sixth-grade students and 112 teachers in 15 different elementary schools located in Incheon and Gyeonggi Province. The selected teachers were in charge of the selected students as their homeroom teachers. The teachers selected four students each from their classes, who included a problem boy, a problem girl, a well-adjusted boy and a well-adjusted girl. The instruments used in this study were a teacher-student relationship inventory, a school adjustment inventory and a problem behavior scale. To test the hypotheses of the study, a SPSS 15.0 program was employed to make a frequency analysis and Pearson correlation analysis. The findings of the study were as follows: First, the teacher-student relationship perceived by the students had a significant positive correlation to their school adjustment. There was a significant negative correlation between the teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers. Overall, there was a significant negative correlation between the students' self-perceived school adjustment and their problem behaviors perceived by the teachers, and a significant negative correlation was found between the subfactors of the two variables as well. Second, there was a significant positive correlation between teacher-student relationship and school adjustment by student gender. And the level of the correlation between the boys' relationship with the teachers and school adjustment was similar to that of the correlation between the girls' relationship with the teachers and school adjustment. But there was a little stronger correlation between teacher-related school adjustment and teacher-student relationship among the girls than the boys. Concerning the correlation between teacher-student relationship and school adjustment by student grade, there was a significant correlation between the two in both of the fifth and sixth graders, and the fifth and sixth graders showed a similar tendency in that aspect. Third, as for the correlation between teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers by teacher gender, no statistically significant correlation was found between the two in terms of the understanding, empathy, reliance and respect factors of the male teachers, and there was a significant correlation between the two only in terms of their intimacy and competency factors. In the case of the female teachers, there was a significant correlation between all the subfactors of the two. Regarding the correlation between the two by teacher age, the teachers who were under the age of 40 deemed the students to show less problem behaviors when they were considered by the students to be more competent. In the case of the teachers aged 40 and up, the perception of students on their competency wasn't correlated to the teachers' perception of the problem behavior of the students. On the other hand, there was a significant negative correlation between the teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers by the marital status of the teachers in general, and a significant negative correlation was found between the subfactors of the two as well. The level of the correlation between the subfactors of peer-related problem behaviors and teacher-student relationship was stronger among the married teachers in large part than the single teachers. And the level of the correlation between the competency subfactor of teacher-student relationship and the problem behaviors of the students was slightly stronger among the married teachers than the single ones as well. The findings of the study illustrated that a positive teacher-student relationship served to facilitate the smooth school adjustment of the students, and that smooth school adjustment was linked to the prevention or alleviation of the problem behaviors of the students. In order to boost the school adjustment of students and prevent their problem behaviors, a wide variety of training programs should be provided for teachers to be more dedicated to teaching to improve their relationship with students, and it's important to get feedback on teacher-student relationship. Keywords: teacher-student relationship, school adjustment, problem behavior.
The purpose of this study was to examine the relationship of teacher-student relationship perceived by elementary school students to their school adjustment and problem behavior. It's specifically meant to analyze the relationship between teacher-student relationship and school adjustment, between teacher-student relationship and problem behaviors and between school adjustment and problem behaviors, the level of the relationship between teacher-student relationship and school adjustment by gender and grade(fifth and sixth grade), and the relationship between teacher-student relationship and problem behaviors by the gender, age and marital status of teachers. The subjects in this study were 448 fifth- and sixth-grade students and 112 teachers in 15 different elementary schools located in Incheon and Gyeonggi Province. The selected teachers were in charge of the selected students as their homeroom teachers. The teachers selected four students each from their classes, who included a problem boy, a problem girl, a well-adjusted boy and a well-adjusted girl. The instruments used in this study were a teacher-student relationship inventory, a school adjustment inventory and a problem behavior scale. To test the hypotheses of the study, a SPSS 15.0 program was employed to make a frequency analysis and Pearson correlation analysis. The findings of the study were as follows: First, the teacher-student relationship perceived by the students had a significant positive correlation to their school adjustment. There was a significant negative correlation between the teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers. Overall, there was a significant negative correlation between the students' self-perceived school adjustment and their problem behaviors perceived by the teachers, and a significant negative correlation was found between the subfactors of the two variables as well. Second, there was a significant positive correlation between teacher-student relationship and school adjustment by student gender. And the level of the correlation between the boys' relationship with the teachers and school adjustment was similar to that of the correlation between the girls' relationship with the teachers and school adjustment. But there was a little stronger correlation between teacher-related school adjustment and teacher-student relationship among the girls than the boys. Concerning the correlation between teacher-student relationship and school adjustment by student grade, there was a significant correlation between the two in both of the fifth and sixth graders, and the fifth and sixth graders showed a similar tendency in that aspect. Third, as for the correlation between teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers by teacher gender, no statistically significant correlation was found between the two in terms of the understanding, empathy, reliance and respect factors of the male teachers, and there was a significant correlation between the two only in terms of their intimacy and competency factors. In the case of the female teachers, there was a significant correlation between all the subfactors of the two. Regarding the correlation between the two by teacher age, the teachers who were under the age of 40 deemed the students to show less problem behaviors when they were considered by the students to be more competent. In the case of the teachers aged 40 and up, the perception of students on their competency wasn't correlated to the teachers' perception of the problem behavior of the students. On the other hand, there was a significant negative correlation between the teacher-student relationship perceived by the students and their problem behaviors perceived by the teachers by the marital status of the teachers in general, and a significant negative correlation was found between the subfactors of the two as well. The level of the correlation between the subfactors of peer-related problem behaviors and teacher-student relationship was stronger among the married teachers in large part than the single teachers. And the level of the correlation between the competency subfactor of teacher-student relationship and the problem behaviors of the students was slightly stronger among the married teachers than the single ones as well. The findings of the study illustrated that a positive teacher-student relationship served to facilitate the smooth school adjustment of the students, and that smooth school adjustment was linked to the prevention or alleviation of the problem behaviors of the students. In order to boost the school adjustment of students and prevent their problem behaviors, a wide variety of training programs should be provided for teachers to be more dedicated to teaching to improve their relationship with students, and it's important to get feedback on teacher-student relationship. Keywords: teacher-student relationship, school adjustment, problem behavior.
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