방과후학교 예체능교육 프로그램 참여가 아동의 자아존중감 및 학교생활적응에 미치는 영향

The Influence of Children s Participation in After School Arts and Physical Education Programs on Their Self-Esteem and Adaptation to School Life

이 연구는 방과후학교 예체능교육 프로그램 참여가 아동의 자아존중감 및 학교생활적응에 미치는 영향을 검증하는 데 그 목적이 있었다. 그 결과는 다음과 같다. 첫째, 초등학생의 배경변인에 따른 자아존중감과 학교생활적응은 부분적으로 차이가 있었다. 자아존중감에서는 성별은 차이가 없었으나, 학년과 방과후 참여여부에 따라서는 차이가 나타났으며, 이와 반대로, 학교생활적응에는 성별은 차이가 나타났 으나, 학년과 방과후 참여여부에 따라서는 차이가 나타나지 않았다. 둘째, 초등학생의 방과후학교 예체능교육프로그램 참여정도에 따른 자아존중감과 학교생활적응에서 모두 차이가 있었다. 방과후학교 예체능교육프로그램 참여기간과 참여빈 도, 그리고 참여시간에 따라서 자아존중감과 학교생활적응에 차이가 있었다. 셋째, 초등학생의 자아존중감이 학교생활적응에 영향을 미쳤다. 지속적인 방과후학교 예체능교육 프로그램 참여는 아동의 자아존중감과 학교생활적응에 영향을 미친다는 결과를 확인하였다. 이에 학생의 수업 선택권을 보장받고, 자유롭고,편안한 분위기에서 학생들의 자아와 사회성을 키울 수 방과후학교 예체능교육 프로그램을 다양하게 개발하고 실행해야 할 것이다.

This study aims to verify the influences of children s participation in after school arts and physical education programs on their self-esteem and adaptation to school life. The results were as follows: First, elementary school students self-esteem and adaptation to school life, according to their background variable, showed differences partially. In self-esteem, gender did not show difference. However, there were differences, according to grade and whether they participate in after school programs or not. On the contrary, there was a difference in gender in terms of adaptation to school life, but there was no difference according to grade and whether they participate in after school programs or not. Second, there were differences in self-esteem and adaptation to school life, according to the degree of elementary school students participation in after school arts and physical education programs. There were also differences in self-esteem and adaptation to school life, according to the period, frequency and time of participation in the programs. Third, elementary school students self-esteem affected their adaptation to school life. Social self, general self and academic self positively affected relations with teachers in order. Social self, academic self, general self and domestic self positively affected relations with friends in order. General self, social self and academic self positively affected adaptation to classes in order. Lastly, general self, domestic self, academic self and social self positively affected school rules in order. This study confirmed that continuous participation in after school arts and physical education programs affects children s self-esteem and adaptation to school life. In reality, such programs need to be diversely developed and executed so that students class selection right can be guaranteed and students self and sociality can be enhanced in more free and comfortable atmosphere.