유아개인변인, 또래놀이행동, 사회적유능감, 문제행동이 초등학교 적응에 미치는 영향 (Effect of individual variables, children’s peer interactions, social competence, and children's problem behavior on school adjustment)

서지정보

· 발행기관 : 한국유아교육ㆍ보육복지학회
· 수록지 정보 : 유아교육·보육복지연구 / 23권 / 3호 / 171 ~ 199페이지
· 저자명 : 이지영, 이상희

초록

본 연구는 유아의 개인변인에 따른 초등학교 1학년 학교적응수준 차이와 유아기 또래놀이행동, 사회적유능감, 문제행동과 학교적응간의 관계 및 영향력을 살펴보고자 한다. 한국아동패널 7차와 8차 연구에 참여한 844명을 대상으로 t-test, 상관관계분석, 회귀분석을 실시하였다. 연구결과 첫째, 유아의 개인변인에 따른 학교적응 수준을 살펴본 결과, 여아는 남아에 비해 전반적인 초등학교 적응 수준이 높았으며, 월령이 빠른 유아와 출생순위가 첫째인 유아가 초등학교 적응 중 학업수행능력이 높게 나타났다. 둘째, 초등학교 적응 총점과 유아기 또래놀이행동(놀이상호작용, 놀이방해, 놀이단절), 사회적유능감(협력성, 주장성, 자기통제), 문제행동(위축, 공격성, 주의집중) 간에 유의한 상관관계가 나타났다. 셋째, 동시적 회귀분석을 실시한 결과, 학교적응은 성별, 출생순위, 정서적반응성(문제행동), 놀이상호작용(또래놀이행동), 협력성(사회적유능감)에 의해 22% 예측 가능한 것으로 나타났다. 이러한 결과는 유아의 개인변인, 또래놀이행동, 사회적유능감, 문제행동에 따라 초등학교 적응에 대한 기대 수준을 다르게 적용할 필요가 있음을 시사하고 유아교육기관에서 초등준비과정에 대한 실증적 연구결과를 제시했다는데 의의가 있다.

영어초록

The purpose of this study was to identify correlation between school adjustment of the 1st grade elementary students and preschoolers' individual variables, children’s peer interactions, social competence, and children's problem behavior, as well as their influence on school adjustment. The data was collected from 844 participants who were from 7th and 8th waves of the Panel Study of Korean Children(PSKC), and analyzed using t-test, correlation, and multiple regression analysis. The results of the study are as follows: first, as a result of examining the level of school adjustment based on the individual variables of preschoolers, girls showed higher overall adjustment level of elementary school compared to the boys, and preschoolers with early birth months and first born presented higher academic performance in the factors of school adjustment; Second, there was a significant correlation between total score of the factors of school adjustment and child's peer interactions (play interaction, play disruption, play disconnection), social competence (cooperation, assertiveness, self-control), and children's problem behaviors (social atrophy, aggression, attention); Third, as a result of multiple regression analysis, 22% of school adjustment is predictable by sex, birth order, emotional reactive(children's problem behavior), play interaction(children’s peer interactions), and cooperation(social competence). Theses results suggest that different levels of expectation need to be applied for elementary schol adjustment according to individual variables, children’s peer interactions, social competence, and children's problem behavior of the preschoolers. The significant value of this study is to present empirical study result for elementary preparatory process in the preschool educational institution.

참고자료

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