고등학셍 정서,행동문제 및 관련변인들이 등교거부성에 미치는 영향

Abstract

This study aims to comprehend the effect and difference which related variables (internal problems, external problems, sexes, grades, scores, relationships with parents, with teachers and with peers) have on the expectation of school refusal tendency for the 667 students composed of 1st and 2nd grade in general boys' and girls' high schools in G city by conducting Person's product-moment correlation analysis, multiple regression analysis, and two-way analysis of variance. The results are following like this: First, as a result of conducting the Pearson's product-moment correlation analysis in order to understand what relationships there are between school refusal tendency in high school students and related variables, all sexes and variables except sexes and grades among the related variables which have effect on the school refusal tendency in high school students show an significant correlation, emotional/behavioral problem (school refusal tendency and internal problems) shows an positive correlation .and grades, external variables (relationship with parents, relationship with teachers, and relationship with peers) show an negative correlation. As a result, it is shown that the deeper emotional/behavioral problem (internal problems, external problems) is, the higher school refusal tendency is likely to be, while the lower their grades are and the worse relationships with parents, with teachers, and with peers is, the higher school refusal tendency is likely to be. Second, as a result of conducting multiple regression analysis by using entering method in order to see the expectation relation of relative effect which related variables (internal problems, external problems, sexes, grades, scores, relationships with parents, with teachers and with peers) have on the school refusal tendency in high school students, the relationship with peers has the most effect on the school refusal tendency, and internal problems, external problems, scores, relationship with teachers, and relationship with parents do sequently. Third, as a result of conducting two-way analysis of variance in order to see the difference of school refusal tendency and effect of correlation, the difference according to the types of internal problems were all shown and the difference according to the sexes and scores except grades were shown in the differences between sexes, grades, and scores and in the effect of correlation according to the types of internal problems. And also, sexes, grades, and scores according to types of internal problems all showed significant the effect of correlation. Considering these results, high school students' school refusal tendency of internal problems were shown to have been effected greatly and more by the difference according to the sexes, grades, and scores in the clinical group than normal group in the types of internal problems. In addition, as a result of differences between the sexes, grades, and scores according to the types of external problems by conducting two-way analysis of variance, the difference according to the types of external problems were all shown and the difference according to the sexes and scores except grades were shown in the differences between sexes, grades, and scores and in the effect of correlation according to the types of external problems. And also, sexes, grades, and scores according to types of internal problems all showed significant the effect of correlation. Considering these results, high school students' school refusal tendency of external problems were shown to have been effected greatly and more by the difference according to the sexes, grades, and scores in the clinical group than normal group in the types of external problems.