학교 환경과 학교 적응의 구조적 관계 탐색
Exploring the Structural Relation of the School Environment to School Adjustment
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초록
본 연구는 학교의 물리적․사회적 환경이 학교만족도, 학교규칙에서의 일탈, 학교성적 등 학교적응에 미치는 영향을 구조적으로 분석하기 위하여 수행되었다. 이를 위해 한국교육고용패널자료 중 1차년도 중학생, 인문계 고등학생, 특성화(전문계) 고등학생 각각 2,000명이 보고한 학교환경, 학교만족도 자료와 그들의 교사가 보고한 학생의 성적 및 학교규칙으로부터의 일탈행동을 활용하였다. 학교환경은 물리적 환경과 사회적 환경으로 구분하여 분석하였다. 학교환경과 학교적응 간의 구조방정식 분석결과, 학교만족도는 통합모형이, 학교성적과 학교규칙에서의 일탈은 매개모형이 최선의 모형으로 선정되었다. 학교 만족도는 학교의 물리적 환경이 직접적으로 그리고 사회적 환경을 매개로 하여 영향을 미치고 있으며 또래관계보다는 교사와의 관계가 학교만족도를 높이는 데 더 기여하는 것으로 나타났다. 반면에 학교규칙에서의 일탈과 학교성적은 또래 관계, 특히 친구의 학교생활 태도가 중요한 설명변수로 확인되었다. 이러한 결과를 토대로 학생들의 학교적응을 돕는 물리적 학교환경 개선방향과 교사와의 긍정적 관계, 또래관계 질 향상을 돕는 학교풍토 형성에 대한 시사점을 논의하였다.
Abstract
The current research is aimed at exploring the structural relationship between schoolenvironments and school adjustments. School environments consist of environments bothphysical and social, whereas school adjustment is defined in the three following dimensions:school satisfaction, deviation from school disciplinary rules, and achievement. The first waveof data of middle and high school students (including vocational high school) were utilized tocarry out this study along with their teachers' reports of school achievement and deviationbehavior of disciplinary rules in their students. Structural equation modeling analyses wereconducted to locate the best model of school adjustment among three hypothetical models (i.e. independent, mediational, or integrative). While school satisfaction was best explained with theintegrative model, school achievement and deviation from school disciplinary rules were betterunderstood through the mediation model. School satisfaction was significantly influenced by theschool's physical environment on a direct level and by positive relationships with teachers onan indirect level. Peer relations, especially friends' attitude toward school life impacted students'deviation behavior from school disciplinary rules and achievement. This article concludes withimplications on educational policies for improving school environment and enhancinginterpersonal relationships within school (i.e. peer relations, teacher-student relations).
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