어머니와 아동의 상호작용에 관한 종단적 분석

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 38권 / 4호
ㆍ저자명 : 윤경희, 이성진

목차

《요약》
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 결과 및 해석
Ⅴ. 논의 및 결론
〈참고문헌〉
Abstract

한국어 초록

본 연구는 아동의 지적 발달에 있어서 유전과 환경 요인이 상호작용하며 아동은 자신의 환경을 조성하는데 적극적으로 기여하는가를 검증하고자 한 것이다. 이를 위하여 한국행동과학연구소가 1975년 3월에 출생한 신생아 115명을 대상으로 현재까지 진행하고 있는 종단적 연구자료를 사용하여 가정환경과 아동의 지능발달 및 학업성취도와의 관계를 변량분석 선형구조관계분석 등에 의하여 분석 하였다. 그 결과 연령에 따른 지능지수의 가정환경적 결정요인은 지위변인인 어머니의 학력으로 나타났으며 3세의 과정환경은 매개변인으로 작용하였다. 아동에 대한 부모행동인 과정환경은 아동의 정의적 특성의 영향을 받으면서 조성되며 이렇게 조성된 과정환경은 다시 아동의 지능과 정의적 특성을 통해 아동의 학업 성적에 영향을 미쳤다. 이와 같은 부모와 자녀의 상호의존적 인과구조관계는 시간변인을 고려한 종단적 접근법을 사용함으로써 발견된 것이라는 점에서 그 의의가 더 크다고 할 수 있다.

영어 초록

The purpose of the present study was to explore the interactive relationship between parent and child. The present study used the data set of the project, ‘Longitudinal Study of Korean Children’ which the Korean Institute for Research in the Behavioral Sciences (KIRBS) has been conducting since 1975 to date. The variables subjected to analysis included IQs measured longitudinally from ages 3 to 13, process environmental variables including press for achievement, press for language development, and parents’ affective support for children measured at the ages of 3 and 6, the academic achievement in the first grade and child’s affective characteristics perceived by the parent. Three problems were set forth for analysis: 1) relationship between family’s process environment and child’s charateristics, 2) relationship between process environment and child’s intellectual development, 3) relationship between process environment and child’s charateristics and academic achievement.
The major results were as follows:
1. Child’s affective characteristics were all found to be important factors In determining child-rearing practices.
2. A linear structural relations analysis revealed that mother’s level of educational attainment had direct and indirect influences on the children’s IQ until 13 years of age, but process environment at the early ages did have little direct influences on later IQ. This finding suggested that mother's educational level which is considered the distal variable is more important factor in child's intellectual development than the child-rearing variables which are regarded as proximal variables.
3. Concerning the relationships between process environment and academic achievement, the environmental factors at the early ages had little lasting effects on child’s academic achievement at the elementary school level but had substantially higher bearings on the achievement in Korean language and Math at the middle school level. The achievement motivation, perseveration, and intellectual curiosity of the children as these were perceived by the parents at the early ages were positively correlated with the achievement level at the age of 7, the first or second grade in the elementary school. The linear structural model analysis which included children's cognitive and affective characteristics revealed that the process variables had both direct and indirect impact on the academic achievement, of which affective characteristics had relatively short term effect while cognitive characteristics (IQ) had lasting effects on academic achievement.
These finding did not only indicate the existence of reciprocal interaction between mother and child, but also support the Scarr’s notion that a person's genetic traits construct her own environment.
The educational implications of the study were discussed. Of many suggestions, it was especially emphasized that mother must realize that the child-rearing behavior is not static but the results of interplay between mother and child.

참고 자료

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