교사, 부모, 아동이 평정한 아동의 ADHD 성향과 또래거부간의 관계
The Relationship Between the Teachers’, Parents’ and Children’s Ratings About Children with ADHD Tendencies and Peer Rejection
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본 연구는 초등학생을 대상으로 아동 ADHD 성향에 대해 평정한 교사, 부모, 아동(본인)의 평정 과 또래거부간의 관계를 살펴보고 또래거부를 잘 설명하는 평정자는 누구인지 알아보고자 수행되었다. 이를 위해 P광역시에 소재한 11개 초등학교, 13개 학급의 4, 5, 6학년 학생 350명 및 해당 아동의 담임교사, 부모를 대상으로 교사/부모/아동용 ADHD 설문지를 수집하였고 초등학생을 대상으로 또래지명검사를 실시하여 상관 및 회귀분석을 실시하였다. 본 연구의 결과는 첫째, 아동의 ADHD 성향의 각 하위요인(주의력결핍과 과잉행동·충동성)에 대한 교사, 부모, 아동의 평정간의 관계는 아동 평정의 주의력결핍과 교사 평정의 과잉행동·충동성을 제외하고 모두 정적 상관관계로 나타났다. 둘째, 아동의 ADHD 성향의 각 하위요인 모두에서 교사의 평정에 비해 부모의 평정이 아동 스스로의 평정 결과와 상관이 높은 것으로 나타났다. 셋째, 아동의 ADHD 성향의 각 하위요인에 대한 교사, 부모, 아동의 평정과 또래거부와의 관계는 아동을 제외한 교사와 부모의 평정이 또래거부와 정적 상관관계로 나타났다. 넷째, 교사가 평정한 아동의 ADHD 성향은 또래거부를 유의하게 설명하였다. 반면에, 부모가 평정한 아동의 ADHD 성향은 과잉행동·충동성만 유의하게 설명하였고, 아동이 평정한 본인의 ADHD 성향은 또래거부를 통계적으로 유의미하게 설명하지 못하는 것으로 나타났다. 마지막으로, ADHD 성향을 지닌 아동의 주의력결핍과 과잉행동·충동성에 대한 교사의 평정은 해당 아동의 또래거부문제를 성별에 따라 다르게 설명하는 것으로 나타났다. 즉, 교사는 여학생에 비해 남학생의 또래거부문제를 더 잘 설명하는 것으로 나타났다. 반면에, 부모의 평정은 자녀의 성별에 무관하게 또래거부를 비슷하게 설명하는 것으로 나타났으며, 모두 과잉행동·충동성에 대한 평정만이 또래거부를 유의하게 설명하는 것으로 나타났다. 본 연구의 결과를 토대로, ADHD 성향 아동의 또래거부문제를 예방하기 위한 효과적인 개입방법과 이를 위해 필요한 기초적인 정보 제공에 대한 방안을 논의하였다.
Abstract
The purpose of this study was to investigate the relationship between peer rejection and rating of teachers, parents, and children (themselves) on the ADHD tendencies of elementary school children. For this purpose, ADHD questionnaires for teachers/parents/children were collected for elementary school students and their homeroom teachers and parents. In addition, peer nomination methods were conducted to measure peer relationships in class. The results of this study were as follows: First, the relationship between teachers’, parents’, and children’s ratings of each subfactor (attention deficit, hyperactivity·impulsiveness) of children’s ADHD tendencies were all shown as static correlation, except children’s rating of attention deficit and teachers’rating of hyperactivity·impulsiveness. Second, the relationship between teachers’, parents’, and children’s ratings and peer rejection for each subfactor of children's ADHD tendencies was positively correlated with peer rejection. Third, the ADHD tendencies of the children that the teachers rated was significantly explained through the peer rejection. On the other hand, the ADHD tendencies of the children with the parents’ratings showed that only the hyperactivity·impulsiveness were significantly explained, and the ADHD tendencies of the self-rated children did not explain the peer rejection statistically. Finally, the teacher’s assessment of children with ADHD tendencies (i.e., attention deficit, hyperactivity·impulses) were found to explain peer rejection problems differently by gender. In other words, it was found that teachers’rating explained boys’peer rejection problems better than girls’. On the other hand, it was found that the assessment of children with ADHD tendencies by parents were found to explain the peer rejection regardless of their children’s gender, while the assessment of hyperactivity·impulses only explains the relationship carefully. Based on the results of this study, effective intervention methods to prevent peer rejection problems of children with ADHD tendencies were discussed and methods for providing basic information needed for this were discussed.
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