이 글은 우리나라 고등학생들의 학교부적응, 특히 학교학습 부적응의 형성에 개인과 가정, 그리고 학교의 변인들이 어떠한 영향을 미치는지를 분석하였다. 아울러 학교학습 부적응에 영향을 미치는 변인들이 학업성취에 어떻게 작용하는지를 분석하여 학업성취와 비교되는 학교학습 부적응의 특성을 확인하였다. 분석을 위하여 학교부적응이 단지 개인적인 차원의 문제만이 아니라 학교 차원의 문제로 볼 수 있다는 전제하에 개인수준과 학교수준 2수준의 영향력을 확인할 수 있는 위계적 선형모형을 적용하였다. 분석 대상이 된 자료는 위하여 전국의 140개 학교에서 표집된 일반계 고등학생 6486명과 전문계 고등학생 3206명이 응답한 질문지 조사 자료이다 분석결과 가정변인 중에서 부모의 학력이나 부모와의 동거여부와 같은 가정의 구조적 특성을 나타내는 변인은 학교학습 부적응에 영향을 미치고 있으며, 더욱 중요한 것은 그러한 특성은 부모-자녀관계, 양육태도와 같이 가정의 기능적 특성을 통해서 영향을 미친다는 것이다. 학교학습 부적응은 이미 과거의 학습 결손과 부적응의 누적으로 인해 나타나는 현상으로 볼 수 있다. 또한 학교 차원의 영향력이 작기는 하나 학교의 규범강조 풍토가 오히려 학교학습 부적응 형성에 정적인 영향을 미치고 있음을 확인할 수 있었다. 이와 더불어 학교학습 부적응과 학업성취에 미치는 변인들의 영향력 특성을 볼 때 이 둘은 그 형성과정과 개선 방식에서 같은 맥락으로 간주될 수 없다고 보았다.

This paper analyzes the impact of personal, family, and school factors on the school maladjustment. It specifically focuses on maladjustment in learning, finds out the factors that affect maladjustment in students' perception and behavior, and tests if these factors also affect school achievement level. The authors created analyzed survey data collected from 6,486 high school students and 3,206 vocational high school students among 140 high schools nationwide in Korea, and used hierarchical linear model(HLM) in order to identify the two different dimensions of the effect-personal and school. According to the analysis, the authors find that while variables that denote structural factors of a family, such as the level of educational attainments of parents, or whether students live with their parents or not, have an effect on maladjustment, a more important aspect is that these factors have an effect on maladjustment mediated by the functional factors of a family, such as parents-students relations and the style of child rearing of the parents. The paper also finds that maladjustment in learning comes out of the accumulated difficulties in learning and that although the impact of the school factors on maladjustment in learning is not so large as expected, the tendency of schools to enhance rules and norms have an positive effect on school maladjustment. In addition, it shows that the three different factors -perceptions on learning maladjustment, behavior of learning maladjustment, and school achievement- should be understood in different context.

This paper analyzes the impact of personal, family, and school factors on the school maladjustment. It specifically focuses on maladjustment in learning, finds out the factors that affect maladjustment in students' perception and behavior, and tests if these factors also affect school achievement level. The authors created analyzed survey data collected from 6,486 high school students and 3,206 vocational high school students among 140 high schools nationwide in Korea, and used hierarchical linear model(HLM) in order to identify the two different dimensions of the effect-personal and school. According to the analysis, the authors find that while variables that denote structural factors of a family, such as the level of educational attainments of parents, or whether students live with their parents or not, have an effect on maladjustment, a more important aspect is that these factors have an effect on maladjustment mediated by the functional factors of a family, such as parents-students relations and the style of child rearing of the parents. The paper also finds that maladjustment in learning comes out of the accumulated difficulties in learning and that although the impact of the school factors on maladjustment in learning is not so large as expected, the tendency of schools to enhance rules and norms have an positive effect on school maladjustment. In addition, it shows that the three different factors -perceptions on learning maladjustment, behavior of learning maladjustment, and school achievement- should be understood in different context.

school maladjustment, academic achievement, analysis of the effects of family and school