교사가 지각한 ADHD 아동의 또래, 교사, 부모 관계 특성

Peer, Teacher, and Parents Relationships of Children with Attention-Deficit Hyperactivity Disorder(ADHD) symptoms

본 연구는 울산지역 초등학생 5, 6학년 267명을 대상으로 교사가 지각한 초등학생의 ADHD 증상 유무에 따른 또래관계, 교사와의 관계, 부모-자녀관계를 알아보았다. 연구결과, 또래관계에서 ADHD 증상집단과 non-ADHD 증상집단 간에 부정적 관계망 총합에서 차이가 있는 것으로 나타났으며, 교사-학생관계에서는 ADHD 증상집단과 non-ADHD 증상집단 간에 뜻이 맞지 않아 화를 내거나 논쟁하는 부정적 관계 의 대립 요인에서 차이가 있는 것으로 나타났다. ADHD 증상집단과 non-ADHD 증상집단 간에 어머니와의 관계에 있어 부정적 관계 의 대립 요인에서 차이가 있었지만, 아버지와의 관계에서는 부정적 관계, 긍정적 관계 모두 차이가 없었다. 교사-학생 간의 긍정적 및 부정적 관계는 학생의 주의력결핍 증상 및 과잉행동·충동성 증상, 혼합형 증상에 유의미한 영향을 미치는 것으로 나타났다. 또한 또래와의 부정적인 관계는 학생의 혼합형 증상에 유의미한 영향을 미치는 것으로 나타났다. 마지막으로 본 연구의 의의와 한계를 논의하였다.

The purpose of this study was to compare peer, teacher, and parents relationships of ADHD symptoms group with non-ADHD symptoms group according to ADHD symptoms perceived by teacher. The subjects were 5th and 6th elementary school students located in Ul-san metropolitan city and 267 surveys were used in the analysis. The measures used in this study to assess were SNAP-IV inventory for teacher and Network of Relationship Inventory for child. The data were statistically analyzed using frequency, T-test, correlation analysis, and regression analysis. The results of this study were as follows. In peer relationship, there was a statistically significant difference in negative relationship between ADHD symptoms group and Non-ADHD group. In teacher-student relationship and mother-child relationship, there were significant differences in the opposition of negative relationship between the two groups. In father-child relationship, there was no significant difference in both positive relationship and negative relationship between the two groups. ADHD symptoms were significantly correlated with positive teacher-student relationship, positive father-child relationship, and negative peer relationship. Regression analyses indicated that positive and negative teacher-student relationship were affected by the inattentive symptoms, positive teacher-student relationship and negative peer relationship were affected by the hyperactive-impulsive symptoms, and positive and negative teacher-student relationship and negative peer relationship were affected by the combined symptoms. The findings and implications were discussed.