아동의 성별에 따른 난점·강점이 학교생활적응에 미치는 영향

Influence of environmental factors in middle school students on grit: Focusing on gender differences

목적 이 연구는 아동의 성별에 따른 외현화 난점, 내재화 난점, 친사회적 행동 강점이 학교생활적응(학교생활적응, 학업수행적응, 또래적응, 교사적응)에 미치는 영향을 분석하는 것이다. 방법 이 연구의 분석을 위해서 한국아동패널조사 2018년 11차 자료(육아정책연구소)의 초등학교 4학년 1,431명(남 728명, 여 703명)의 담임교사 706명의 응답을 기준으로 실행하였다. 분석방법은 SPSS 25.0 통계프로그램을 사용하여 기술통계, 상관관계분석, 회귀분석을 실시하였다. 결과 첫째, 남자 아동의 외현화 난점은 학교생활적응, 학업수행적응, 또래적응에 부적(-) 유의한 영향을 미치며, 내재화 난점은 학업수행적응, 또래적응, 교사적응에 부적(-) 유의한 영향을 미치며, 친사회적 행동 강점은 모든 변수에 정적(+) 유의한 영향을 미치고 있었다. 둘째, 여자 아동의 외현화 난점은 학교생활적응, 학업수행적응, 또래적응에 부적(-) 유의한 영향을 미치며, 내재화 난점은 학업수행적응, 또래적응, 교사적응에 부적(-) 유의한 영향을 미치며, 친사회적 행동 강점은 모든 변수에 정적(+) 유의한 영향을 미치고 있었다. 셋째, 외현화 난점은 학교생활적응, 학교수업적응, 또래적응에 남학생이 여학생보다 큰 영향을 미치는 것으로 나타났다. 내재화 난점은 학교수업적응, 또래적응에 남학생이 여학생보다 큰 영향을 미치는 것으로 나타났다. 친사회적 행동 강점은 학교생활적응, 학업수행적응, 또래적응에 미치는 영향에서 남학생이 큰 영향을 미치는 것으로 나타났으며, 여학생은 교사적응에 큰 영향을 미치는 것으로 나타났다. 결론 이러한 결과를 통해 남녀 아동의 학교생활적응을 향상시킬 수 있는 논의 제공과 학교사회복지 정책에 적용할 수 있는 기초자료를 제시하고자 한다.

Objectives This study is to analyze the effects of externalization difficulties, internalization difficulties, and pro-social behavioral strengths according to gender of children on school life adaptation. analyzed the effects of middle school students environmental factors on Grit and the influence of male and female gender in these influence relations. Methods For the analysis of this study, the responses of 706 homeroom teachers of 1,431 elementary school 4th graders (728 males and 703 females) from the 11th data of the 2018 Korean Children s Panel Survey were used as the basis. As for the analysis method, descriptive statistics, correlation analysis, and regression analysis were performed using the SPSS 25.0 statistical program. Results First, the difficulty of externalization of male children negatively significantly affects school life adaptation, academic performance adaptation, and peer adaptation, while internalization difficulties negatively significant effect on academic performance adaptation, peer adaptation, and teacher adaptation. And the pro-social behavioral strength had a positive significant effect on all variables. Second, the difficulty of externalization of female children has a negative significant effect on school life adaptation, academic performance adaptation, and peer adaptation, while the internalization difficulty has a negative significant effect on academic performance adaptation, peer adaptation, and teacher adaptation. And the pro-social behavioral strength had a positive significant effect on all variables. Third, the difficulty of externalization was found that male students had a greater influence on school life adaptation, school class adaptation, and peer adaptation than female students. The difficulty of internalization was found that male students had a greater influence on school adaptation and peer adaptation than female students. The strength of pro-social behavior was found to have a great influence on school life adaptation, academic performance adaptation, and peer adaptation, while male students had a great influence on teacher adaptation. Conclusions Through these results, it is intended to provide discussions that can improve the adaptation of male and female children to school life and to present basic data that can be applied to school social welfare policies.