본 연구에서는 시설보호아동이 지각한 사회적 지지 및 자아존중감이 행동문제와 어떤 상관관계가 있고 어떻게 영향을 미치는지를 알아보고자 하였다. 본 연구는 서울지역에 있는 아동양육시설 초등학교 161명의 4-6학년 아동을 대상으로 실시하였다. 연구도구는 사회적 지지척도(김수진, 2002), 자아존중감 척도(오환영, 2008), 그리고 K-YSR(오경자 외, 1997)를 사용하였다. 자료분석은 SPSS/WIN 17.0 프로그램을 사용하였으며, t검증, 일원배치 분산분석, Pearson의 적률상관분석, 위계적 중다회귀분석을 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 시설보호아동이 사회적 지지를 높게 지각할수록 자아존중감이 높은 것으로 나타났다. 둘째, 시설보호아동이 지각한 사회적 지지가 높을수록 행동문제는 감소하는 것으로 나타났다. 셋째, 시설보호아동의 자아존중감이 높을수록 행동문제는 감소하는 것으로 나타났다. 넷째, 시설보호아동이 정서적 지지를 높게 지각하고 자아존중감이 높을수록 행동문제가 감소하는 것으로 나타났다. 그리고, 시설보호아동이 시설선생님과 학교선생님의 지지를 높게 지각하고, 자아존중감이 높을수록 행동문제는 감소하는 것으로 나타났다. 이 연구를 통해 시설보호아동의 행동문제를 감소시키기 위해서는 사회적 지지도 중요하지만 개인 내적인 요인인 자아존중감을 키워줄 수 있는 사회적 지지가 더 효과적이라는 것을 알 수 있었다.

The purpose of this study was to investigate the relationship among the institutionalized children's perceived social support, Self-esteem and behavior problems. The subjects were 161 4th and 6th graders(87 boys, 74 girls) who were institutionalized in Seoul. Instruments were the Social Support scales (Kim, 2002) and Self-Esteem scales (Oh, 2008) and Korean Youth Self-Report (Oh et al., 1997). The data were analyzed, In SPSS/Win 17.0 program, by t-test, one-way ANOVA, Pearson Correlations, and multiple regression analysis. The major findings of this study were as follows: First, institutionalized children's perceived social support made self-esteem increased. Second, institutionalized children's perceived social support made behavior problems decreased. Third, institutionalized children's high self-esteem made behavior problems decreased. Fourth, institutionalized children's perceived emotional support and high self-esteem made behavior problems decreased. And institutionalized children's perceived social support of care teacher(institution staff) and school teacher, and high self-esteem made behavior problems decreased. Just institutionalized children's self-esteem have great on effect behavior problems than social support.

The purpose of this study was to investigate the relationship among the institutionalized children's perceived social support, Self-esteem and behavior problems. The subjects were 161 4th and 6th graders(87 boys, 74 girls) who were institutionalized in Seoul. Instruments were the Social Support scales (Kim, 2002) and Self-Esteem scales (Oh, 2008) and Korean Youth Self-Report (Oh et al., 1997). The data were analyzed, In SPSS/Win 17.0 program, by t-test, one-way ANOVA, Pearson Correlations, and multiple regression analysis. The major findings of this study were as follows: First, institutionalized children's perceived social support made self-esteem increased. Second, institutionalized children's perceived social support made behavior problems decreased. Third, institutionalized children's high self-esteem made behavior problems decreased. Fourth, institutionalized children's perceived emotional support and high self-esteem made behavior problems decreased. And institutionalized children's perceived social support of care teacher(institution staff) and school teacher, and high self-esteem made behavior problems decreased. Just institutionalized children's self-esteem have great on effect behavior problems than social support.

Institutionalized children, Social support, Self-esteem, Behavior problems