earticle

영어

The purpose of this study was to examine the structural relationship among school children's ego resilience, failure tolerance and school adjustment and the impact of their background variables on their ego resilience, failure tolerance and school adjustment.
To address the research questions, earlier studies on ego-resilience, failure tolerance and school adjustment were reviewed, and questionnaires were prepared based on Park Eun-hee(1996)'s study, Kim Ah-young(1994)'s study and Kim Yong-rae(1993)'s study. The subjects in this study were 196 sixth-grade boys and girls in three different elementary schools in the city of Busan, on whom a survey was conducted with the questionnaires.
The collected data were analyzed with an AMOS Ver. 5.0 program and a SPSSWIn Ver. 12.0 program. A correlation analysis was carried out to look for connections among their ego-resilience, failure tolerance and school adjustment, and a structural equation modeling was utilized to find out the structural relationship of the variables. Besides, MAnOVA was employed to see if their background variables made any differences to their ego-resilience, failure tolerance and school adjustment. The findings of the study were as follows:
First, there was a positive interrelationship among the ego-resilience, failure tolerance and school adjustment of the elementary schoolers, and a closer correlation was found between school adjustment and ego- resilience. Their ego-resilience had a strong positive impact on their failure tolerance and school adjustment, and failure tolerance had a mediating effect on the relationship between ego-resilience and school adjustment.
Second, gender made a significant difference to ego-resilience and school adjustment.
Third, family form made a significant difference to ego- resilience and failure tolerance. And significant gaps were found in two subfactors of school adjustment involving instructional adjustment and school life adjustment according to that.
Given the findings of the study, the following conclusion was reached:
First, the kind of programs that aim at boosting ego-resilience and academic failure tolerance should be developed to step up school children's school adjustment.
Second, differentiated approaches should be taken in consideration of gender to bolster their ego-resilience and school adjustment.
Third, family form should be taken into account in order to improve their ego-resilience, failure tolerance and school adjustment, especially instructional adjustment and school life adjustment. In particular, more careful support should be provide d for students from single-parent families.

한국어

본 연구는 학교적응과 관련하여 개인의 적응 능력인 자아탄력성과 학업적인 면의 실패내성이라는 개념에 주목하여, 초등학생의 자아탄력성, 실패내성, 학교적응 간의 구조적 관계와 배경 변인에 따른 차이를 규명하는데 목적이 있다. 연구를 위해 박은희(1996), 김아영(1994), 김용래(1993)의 연구를 기초로 수정․보완한 설문지를 부산광역시 소재의 3개교 6학년 남녀 아동 196명을 대상으로 설문조사를 실시하였다. 자료의 분석은 AMOS(Ver 5.0)와 SPSSWIN(Ver 12.0) 통계프로그램을 사용하였고, 자아탄력성, 실패내성, 학교적응 간의 관계를 알아보기 위하여 상관분석을 실시하고, 요소 간 구조적 관계를 알아보기 위하여 구조방정식에 의한 모형 적합도 검증을 통해 분석하였다. 또한 배경 변인에 따른 차이를 알아보기 위해 다변량분산분석(MANOVA)을 실시하였다. 연구의 결과는 다음과 같다. 첫째, 자아탄력성, 실패내성, 학교적응 간에는 상호 정적 상관이 있으며, 학교적응과 자아탄력성 간 상관 정도가 높았다. 둘째, 자아탄력성이 실패내성과 학교적응에 높은 정적 영향을 주며, 실패내성은 자아탄력성과 학교적응 간의 관계를 매개하는 역할을 한다. 셋째, 성별에 따라 자아탄력성과 학교적응에 유의한 차이가 있다. 넷째, 가족 형태에 따라 자아탄력성, 실패내성, 학교적응 하위 영역 중 학교수업, 학교생활적응에 유의한 차이가 있다. 연구 결과 초등학생이 학교적응을 잘 할 수 있도록 하기 위해 자아탄력성과 학업적인 면에서 실패내성을 신장시킬 수 있는 프로그램을 개발․적용할 필요가 있으며, 자아탄력성, 학교적응력을 높이기 위해 성별에 따라 차별화된 접근이 필요하다. 또한 자아탄력성, 실패내성, 학교적응의 영역 중 학교수업적응, 학교생활적응력을 높이기 위해 가족형태를 고려할 필요가 있으며, 특히 한부모 가정의 학생들을 위한 관심과 지원이 요구된다.