초등학교 학습부진아동이 지각한 부모의 양육태도 연구
A Study on Parenting Attitudes Perceived of Children with Underachievement
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초록
본 연구는 초등학교 학습부진아동이 지각하는 부모의 양육태도는 어떤 유형인지 알아보는 목적이 있다. 연구대상은 전북 익산시의 학습지원센터에 내방하는 초등학교 학습부진아동 20명이다. 센터를 방문하기 전에 전화로 연구 취지를 설명하고, 아동들에게는 연구에 대한 설명 및 동의를 얻은 다음 설문지를 실시하였다. 검사자는 학부에서 ‘학습장애아교육’ 강좌를 이수한 학부생 3명이며, 직접 설문지를 배부 및 회수하였다. 측정도구는 부모의 양육태도 유형(애정-적대, 자율-통제, 성취-비성취, 합리-비합리) 4가지이고, 연구대상자의 특성을 알아보기 위해 하루공부시간, 하루독서시간, 학습문제유무 등을 알아보았다. 그 결과, 첫째, 하루공부시간에 따라 합리-비합리차원에서 차이가 나타났다. 둘째, 하루독서시간에 따라서 자율-통제 차원에서 차이가 나타났다. 셋째, 학습문제유무에 따라서 애정-적대차원에서 차이가 나타났다. 따라서 학습부진아동은 하루공부시간과 독서시간이 1시간 미만일 때, 부모의 양육태도가 합리적, 자율적이라고 지각하고 있었다. 또한 학습부진아동 자신이 학습문제를 잘 알고 있다고 생각하는 것은 부모가 애정적 태도를 보이기 때문이라고 지각하고 있다.
Abstract
The purpose of this study is to find out what type of parental parenting attitudes perceived by underachievers in elementary school. The subjects of this study were 20 students who missed elementary school learning at the learning support center in Iksan City, Jeonbuk Province. Before going to the center, I explained the purpose of the research by telephone and gave the explanation and consent of the research to the children and then conducted the questionnaire. The examiners were three undergraduates who had completed the 'Education for Children with Learning Disabilities' in their undergraduate programs, and they distributed and collected questionnaires directly. There are four types of measurement tools: parental attitude style (affection -hostility, autonomy-control, achievement-nonachievement, rational–irrational). As a result, first, there was a difference in rational - irrational dimension according to one day study time. Second, there was a difference in self - control according to reading time per day. Third, there were differences in affection - hostility according to the presence of learning problems. Therefore, children with poor learning were perceived that their parenting attitude was reasonable and autonomous when the study time and reading time were less than one hour per day. In addition, it is perceived that parents who think that they are well aware of the problem of learning because they are affectionate.
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