중학교 담임교사가 지각한 부모양육태도가 교사-학생 관계에 미치는 영향: 성인애착의 매개효과
The influence of parenting attitude perceived by a teacher in charge in middle school on the student-teacher relationship: Focusing on mediating effects of adult attachment
초록/요약 도움말
본 연구는 중학교 담임교사가 학생들과 맺는 관계를 교사의 심리적인 특성과 관련하여 애착이론의 관점에서 조망한 연구로서, 연구를 통해 담임교사가 아동기에 경험한 돌봄과 과보호의 부모양육태도가 현재 학생들과 친밀관계와 갈등관계를 맺는 데 미치는 영향을 살펴보고, 이 과정을 성인애착의 회피애착과 불안애착이 매개하는지를 확인하였다. 이를 위하여 부모돌봄, 부모과보호가 회피애착, 불안애착을 통하여 친밀관계, 갈등관계에 영향을 미치는 구조방정식 모형을 설정하고 자료를 분석하여 검증하였다. 사전 연구로서 중학교 담임교사(N=118)를 대상으로 교사-학생관계척도(STRS-SF)를 번안하여 타당화하였고, 본 연구에서 중학교 담임교사(N=345)를 대상으로 설문한 자료를 분석한 결과 좋은 적합도를 나타내었으며, 회피애착은 부모돌봄이 친밀관계에 미치는 영향을 부분매개하고 불안애착은 부모과보호가 갈등관계에 미치는 영향을 부분매개하는 경로를 확인하였다. 또한 본 구조모형에서 각 하위변인 간 상관의 영향을 배제하였을 때 부모돌봄-불안애착-친밀관계, 부모과보호-회피애착-갈등관계 사이의 독특한 영향은 유의미하지 않았다. 본 연구는 애착관련 주요 하위변인들 간의 전체적인 관계에서 독립적인 매개 경로를 확인하고 담임교사의 애착패턴이 교사-학생관계에 영향을 미치는 과정을 확인하였다는 데 의의가 있다. 이러한 연구 결과를 바탕으로 교사-학생관계를 개선시키기 위한 효과적이고 직접적인 개입 방안을 고안할 수 있고, 상담 장면에서 담임교사의 아동기 부모양육경험과 성인애착을 탐색함으로써 교사-학생관계를 향상시킬 수 있음을 확인하였다.
more초록/요약 도움말
This study was viewed from the perspective of the attachment theory by connecting the relationship formed between a teacher in middle school and students with the psychological characteristics of the teacher. In this study, the influence of childhood care and overprotective parenting attitude experienced by the teacher in charge of the formation of close relationships and conflict relationships with current students, and confirmation was made on whether avoidant attachment and anxiety attachment of adult attachment mediates in this process. In order to do so, parents care, parental overprotection in avoidant attachment and anxiety attachment were applied to establish the structure equation model that causes influence on the close relationships and conflict relations and data analysis was conducted for verification. In case of the advanced study, the teacher in charge(N=118) was set as the target and the student-teacher relationship scale (STRS-SF) was adapted for validation, and as a result of analyzing the data surveyed on the teacher in charge (N=345) of middle schoolers in this study, positive appropriateness was displayed. Additionally, a pathway was confirmed in which avoidance attachment partially mediated the influence of parents care on close relationships and anxiety attachment partially mediated the influence of parental overprotection on conflict relationships. Furthermore, when the correlation effect between each lower factor was excluded in the structure model, a unique influence was not displayed as significant between parents care-anxiety attachment-close relationship, parental overprotection-avoidance attachment-conflict relationship. This study holds meaning as it confirmed the independent mediated pathway in the overall relationship between major lower factors related to attachment as well as the process where the attachment pattern of the teacher in charge causes influence in the student-teacher relationship. Based on the findings, it was confirmed that effective and direct intervention measures can be designed to bring about improvements in student-teacher relationships. Also, it was identified that student-teacher relationships can be enhanced by the teacher in charge searching for a childhood parenting attitude and adult attachment during counseling scenes.
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