earticle

영어

The purpose of this study is to examine the longitudinal relationship between teacher attachment and students' maladjustment to schools. The data regarding students from the first to fifth year of the Korean Youth Panel Survey(KYPS) were analyzed by Latent Growth Model. The findings are as follows. Firstly, a linear function for a longitudinal change in teacher attachment shows a increasing pattern with an intercept of 2.516 and a slope of .037(per year). But students' maladjustment shows a decreasing pattern with an intercept of 1.717 and a slope of -.021(per year). Secondly, the higher students have teacher attachment in the first year, the better they adjust to schools in the first year and the slower decrease in maladjustment to schools. Furthermore, the faster the increase speed in teacher attachment is, the faster the decrease in maladjustment to schools. Thirdly, there were differences among individual students in the longitudinal trajectory of teacher attachment and maladjustment. The students have higher parents attachment tend to have higher teacher attachment and lower maladjustment in the first year. And the higher students parents attachment was, the slower the increase in teacher attachment and the faster the decrease in maladjustment were. Also, the students have high peer attachment tend to have lower maladjustment in the first year and faster speed of increasing teacher attachment.

한국어

본 연구는 한국청소년정책연구원의 한국청소년패널조사(KYPS) 중2패널 데이터와 잠재성장 모형을 이용하여 교사애착과 학생의 학교부적응 간의 종단 관계를 분석하였다. 분석결과, 첫째, 전체 학생의 교사애착은 초기치 평균값 2.516에서 학년이 올라갈수록 .037씩 증가하는 모습을 보이고, 학교부적응은 초기치 평균값 1.717에서 학년이 올라감에 따라 -.021씩 감소하는 모습을 보이고 있었다. 둘째, 교사애착 초기치가 높은 학생은 처음부터 학교부적응 정도가 낮아 학년이 올라갈수록 학교부적응 속도가 완만하게 낮아지고 있고, 교사애착 증가속도가 빠를수록 학교부적응 감소속도도 빠르게 나타났다. 셋째, 교사애착과 학교부적응의 변화궤적은 학생의 개인 특성에 따라 다르게 나타났다. 부모애착이 높은 학생은 그렇지 않은 학생에 비해 교사애착 초기치는 높고 학교부적응 초기치는 낮으며, 교사애착 증가속도는 완만하고 학교부적응 감소속도는 빠르게 나타났다. 또한, 또래애착이 강한 학생일수록 학교부적응 초기치가 낮고 교사애착 증가속도가 빠르게 나타났다.