본 연구는 방과후 교실 프로그램이 아동의 자아존중감 및 대인관계에 미치는 영향과 방과후 교실 프로그램을 이용하는 아동의 방과후 교실에 대한 만족도가 아동의 자아존중감 및 대인관계에 영향을 미치는지에 대해서 연구하였다. 강남구에 소재한 종합사회복지관 및 초등학교를 통해 2, 3학년 학생 중 방과후 교실에 다니고 있는 아동 142명과 다니고 있지 않은 아동 150명이 조사에 참여하였다. 연구도구는 Coopersmith의 자아존중감 척도와 Guerney의 대인관계 측정도구를 사용하였으며, 설문자가 작성한 설문지로 연구대상의 인구학적 특성을 조사하였다. 연구결과 첫째, 방과후 교실을 이용하는 아동과 이용하지 않는 아동의 자아존중감은 방과후 교실을 이용하고 있는 아동의 자아존중감이 더 낮은 것으로 나타났다. 둘째, 방과후 교실을 이용하는 아동과 이용하지 않는 아동의 대인관계를 비교해 본 결과, 두 집단 간에 통계적으로 유의미한 차이가 나타나지는 않았다. 셋째, 방과후 교실 이용에 대한 만족도가 방과후 교실 아동의 자아존중감과 대인관계에 긍정적인 영향을 주는 것으로 밝혀졌다.

This study compares self-esteem and personal relationship of second and third grade children who participated in after school program to those who didn’t. Also, among those using after school programs, we compares the influence of children's satisfaction of after school program which effect their self-esteem and personal relationship. In order to accomplish this, we have worked with social welfare after school programs located in Gangnamgu, Seoul, and we surveyed 292 children using Coopersmith's Self-Esteem Test, Guerney's Personal Relationship Test, and questionnaires for those who participated in after school program and those who didn’t. First, self-esteem in children who participated and those who didn’t in after school program showed higher self-esteem for children who didn’t participate. Second, in terms of personal relationship of children who participated and those who didn’t, there were no statistical differences between two groups. Third, among those using after school programs, we found the positive impacts of children's satisfaction of after school program which affect their self-esteem and personal relationship. Upon this result, we should develop various after school programs which develop children's self-esteem and personal relationship.

This study compares self-esteem and personal relationship of second and third grade children who participated in after school program to those who didn’t. Also, among those using after school programs, we compares the influence of children's satisfaction of after school program which effect their self-esteem and personal relationship. In order to accomplish this, we have worked with social welfare after school programs located in Gangnamgu, Seoul, and we surveyed 292 children using Coopersmith's Self-Esteem Test, Guerney's Personal Relationship Test, and questionnaires for those who participated in after school program and those who didn’t. First, self-esteem in children who participated and those who didn’t in after school program showed higher self-esteem for children who didn’t participate. Second, in terms of personal relationship of children who participated and those who didn’t, there were no statistical differences between two groups. Third, among those using after school programs, we found the positive impacts of children's satisfaction of after school program which affect their self-esteem and personal relationship. Upon this result, we should develop various after school programs which develop children's self-esteem and personal relationship.

after school class, self-esteem, personal relationship