중·고등학생 어머니의 자녀학습관여 과정

The Process of the Maternal Involvement in Middle and High School Students’ Learning

본 연구는 중·고등학생 어머니들의 학습관여 경험과정에 대한 실제 이론을 개발 하고자 수행되었다. 이를 위해 2017년 7월부터 11월까지 중고등학생 어머니 16명을 대상으로 자녀학습관여 과정에 대한 심층면담을 실시한 후 이 면담자료를 Strauss와 Corbin(1998)이 제시한 근거이론방법을 적용하여 분석하였다. 그 결과 개방 코딩을 통해 총 96개의 개념, 31개의 하위범주, 19개의 범주가 도출되었다. 패러다임에 의한 범주분석 결과, 중·고등학생 어머니의 자녀학습관여 과정에 대한 인과적 조건은 ‘엄마역할로 인식’, ‘자녀에 대한 불안’, ‘자녀에 대한 기대’로 나타났으며, 중심현상은 ‘맞춤형 교육제공’, ‘사교육에 의지함’으로 나타났다. 또한, 맥락적 조건은 ‘학력사회’, ‘부진한 공교육’, ‘불안정한 경쟁사회’였으며, 작용/상호작용 전략을 중재하는 조건으로는 ‘엄마의 개인특성’, ‘엄마의 취업’, ‘남편의 교육관여’, ‘가정의 경제수준’ 이었다. 작용/상호작용 전략은 ‘학습행동 강화하기’, ‘학습방법 신뢰하기’ ‘학업스트레스 관리하기’, ‘관계갈등 조절하기’로, 결과는 ‘학습관여에 실패함’, ‘자기이해와 성장’, ‘자녀의 학업성취’로 나타났다. 중·고등학생 어머니의 자녀학습관여 과정의 핵심범주는 ‘자녀 에게 맞춤형 사교육을 제공하며 함께 성장해감’으로 나타났다. 어머니의 자녀학습관여 과정은 ‘능력발휘형’, ‘외부의존형’, ‘자녀존중형’, ‘탈관여형’으로 유형화 되었다. 본 연구는 어머니의 자녀학습관여 과정을 총제적인 관점으로 이해하며, 어머니의 자녀 학습 과정에 대한 실제 이론을 마련하였다는데 그 의의가 있다.

This study was conducted to develop a theory concerning the maternal experience in academic involvement of middle and high school children. To this end, this study sought to illuminate the process of maternal involvement in education of middle and high school students. For this aim, 16 mothers with middle and high school students were interviewed. The collected data was analyzed using the grounded theory method suggested by Strauss and Corbin(1998). As a result, a total of 96 concepts, 31 sub-ranges, and 19 categories were drawn through open coding method. According to the result shown in domain analysis by paradigm in the coding stage, causal conditions for the process of the maternal academic involvement included recognition of the role as a mother, anxiety stemming from the children, and expectations for the children. The central phenomenon included arrangements of customized education and dependence on private education. Contextual conditions that produced this central phenomenon were Academic elitism, weak public education, and hypercompetitive nature of society. Conditions that mediate action/interaction strategy comprised of status of employment, individual characteristics of mothers, partner’s academic involvement, and family’s economic conditions. Action/interaction strategy was implicated with empowerment of learning behavior, trust in learning method, stress management, and resolving relationship conflicts. The results were shown to vary between failure of active academic involvement, self-understanding and growth, and academic achievement. The findings from selective coding suggests that shared growth through customized private education is the core category of maternal academic involvement. The results revealed the process of maternal academic involvement can be classified into a display of capability, external dependence, respect for the child, and discontinued involvement. This study grasped the maternal academic involvement as a whole and developed a general theory of maternal procedure of child education.