한부모가족 자녀의 학교생활적응: 개인자원, 가족자원, 발달환경자원을 중심으로

초록

The purpose of this research is to determine how effective individual resources, family resources and developed environmental resources are in assisting the adaptation of a single parent’s child to school life. The subjects were 284 first-year middle-school students with a single parent who were included in the first year of the Korean Children and Youth Research Panel 2010 data. The data were statistically processed using SPSS 18.0software. The results were as follows. ​First, the research participants’ adaptation to school life, self-esteem, self-resilience, and peer relations were all shown to have an average of higher than 2 on a 4-point scale. ​​Positive perceptions of parenting attitudes were 2.87, and negative perceptions 2.38. ​​Computer usage was high, scoring 2.42, but mobile phone usage was average, at 2.02. Of the participants, ​83.8% did not participate in a club or extracurricular activity. Second, self-esteem, self-resilience, peer relations, and positive parenting attitudes were correlated positively with adaptation to school life, but relying on a mobile phone was correlated negatively. Third, regarding the consequences of the relative effectiveness of the variables for adaptation to school life, as self-esteem, self-elasticity, and positive perceptions of parenting attitudes increased, Adaptation of a single parent’s child to school life was more successful. Additionally, as annual family income and reliance on mobile phones increased, students’ adaptation to school was less successful.

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