0
Àá½Ã¸¸ ±â´Ù·Á ÁÖ¼¼¿ä. ·ÎµùÁßÀÔ´Ï´Ù.

û¼Ò³âÀÇ °¡Á·È¯°æ Áö°¢°ú Á¤½Å°Ç°­°úÀÇ °ü°è

A Study on the Correlation between Perception of Family Environment and Mental Health of Boy¢¥s High School Students

¸ðÀÚ°£È£ÇÐȸÁö 1993³â 3±Ç 1È£ p.25 ~ 37
KMID : 0387619930030010025
¿ÀÈ­¼±
±è¹Ì¿¹

Abstract

The purpose of this study was to investigate the relation between perception of family environment and mental health of boy¢¥s high school students. In order to obtain the appropriate data, a questionnaire was administered to 240 boy¢¥s high school 2nd-grade students in Pohang city from March 19 to March 28, 1992. The instruments used for this study were Moos¢¥s Family Environment Scale From R and Kim¢¥s Symptom Check List-90.
The conclusions were as follows : The level of perception of family environment was lower than mean score.
Cohesion, achievement orientation, independence, organization, expressiveness were percepted high but active-recreational orientation, intellectual-cultural orientation were percepted low. Mental health of most respondents was well. The scores of obsessive-compulsive reaction and interpersonal sensitivity were high, the scores of somatization and phobia were low. General characteristic variables significantly related to the level of perception about family environment were father¢¥s occupation and mother¢¥s educational level. There were no significant differences between general characteristics variables and mental health. There were mostly negative correlations between perception of family environment and mental health.Cohesion, expressiveness, independence, intellectual-cultural orientation, active-recerational orientation, moral-religious emphasis, organization were negatively correlated but conflict, achievement orientation, control were positively correlated. Cohesion, expressiveness, conflict, achievement orientation, active-recretional orientation, organization, control were significantly related, but independence intellectual-cultural orientation, moral-religious emphasis were no significant correlation.

º» ¿¬±¸´Â û¼Ò³âÀÇ °¡Á·È¯°æ Áö°¢Á¤µµ¿Í Á¤½Å°Ç°­À» ÆľÇÇÏ°í À̵éÀÇ °¡Á·È¯°æ Áö°¢Á¤µµ¿Í Á¤½Å°Ç°­°úÀÇ °ü°è¸¦ ÆľÇÇÏ¿© ¹Ù¶÷Á÷ÇÑ °¡Á·È¯°æÀ» Á¶¼ºÇÏ°í °ÇÀüÇÑ Á¤½Å°Ç°­À» À§ÇÑ ¹æ¾ÈÀ» ¸ð»öÇÏ°íÀÚ ½ÃµµÇÏ¿´´Ù. ¿¬±¸´ë»óÀº Æ÷Ç׽à 2°³ Àι®°è °íµîÇб³ ³²Çлý 240¸íÀ» ´ë»óÀ¸·Î 1992³â 3¿ù 19ÀϺÎÅÍ 3¿ù 28ÀϱîÁö Áú¹®Áö¸¦ ÀÌ¿ëÇÏ¿© ÀÚ·á¼öÁýÀ» ÇÏ¿´´Ù.¿¬±¸µµ±¸´Â °¡Á·È¯°æ Áö°¢À» ÃøÁ¤Çϱâ À§ÇØ MoosÀÇ °¡Á·È¯°æôµµ(F.E.S) Form RÀ» »ç¿ëÇÏ¿´°í Á¤½Å°Ç°­Àº ±è µîÀÌ ¹ø¿ªÇÑ °£ÀÌÁ¤½ÅÁø´Ü °Ë»ç(SCL-90)¸¦ »ç¿ëÇÏ¿´´Ù.
º» ¿¬±¸ÀÇ °á°ú´Â ´ÙÀ½°ú °°´Ù.
°¡Á·È¯°æ Áö°¢Á¤µµ´Â ³·°Ô ÃøÁ¤µÇ¾úÀ¸¸ç °¢ Ç׸ñº°·Î º¸¸é ÀÀÁý·Â, ¼ºÃë ÁöÇ⼺, µ¶¸³¼º, Á¶Á÷·Â, Ç¥Çö·ÂÀº ³ô°Ô Áö°¢µÇ¾úÀ¸³ª È°µ¿-¿À¶ô ÁöÇ⼺, ÁöÀû-¹®È­Àû ÁöÇ⼺Àº ³·°Ô Áö°¢µÇ¾ú´Ù.
Á¤½Å°Ç°­ °á°ú´Â ¾çÈ£ÇÑ ÆíÀ̾úÀ¸¸ç ƯÈ÷ °­¹ÚÁõ, ¿¹¹Î¼ºÀÇ Á¡¼ö°¡ ³ô¾ÒÀ¸¸ç ½Åüȭ, °øÆ÷ÁõÀÇÁ¡¼ö´Â ³·¾Ò´Ù. ÀϹÝÀû Ư¼º°ú °¡Á·È¯°æ Áö°¢°ü°è¸¦ »ìÆ캸¸é ¾Æ¹öÁöÀÇ Á÷¾÷°ú ¾î¸Ó´ÏÀÇ Çз°ú´Â À¯ÀǼºÀÌ ÀÖ°Ô ³ªÅ¸³µ´Ù. ÀϹÝÀû Ư¼º¿¡ µû¸¥ Á¤½Å°Ç°­ »óÅ´ Åë°èÀûÀ¸·Î À¯ÀǼºÀÌ ¾ø¾ú´Ù. °¡Á·È¯°æ¿¡ ´ëÇÑ Áö°¢Á¤µµ¿Í Á¤½Å°Ç°­°úÀÇ »ó°ü°ü°è¸¦ º¸¸é Àü¹ÝÀûÀ¸·Î ¿ª»ó°üÀÌ¿´À¸¸ç ÀÀÁý·Â, Ç¥Çö·Â, µ¶¸³¼º, ÁöÀû-¹®È­Àû ÁöÇ⼺, È°µ¿-¿À¶ô ÁöÇ⼺, µµ´ö-Á¾±³Àû °­Á¶, Á¶Á÷·Â µî 7°³ Ç׸ñÀº ¿ª»ó°üÀÌ¿´À¸¸ç °¥µî, ¼ºÃë ÁöÇ⼺, ÅëÁ¦Ç׸ñÀº Á¤»ó°üÀ̾ú´Ù.
°¡Á·È¯°æÀÇ ÀÀÁý·Â, Ç¥Çö·Â, °¥µî, ¼ºÃë ÁöÇ⼺, È°µ¿-¿À¶ô ÁöÇ⼺, Á¶Á÷·Â, ÅëÁ¦ Ç׸ñÀº À¯ÇÑ »ó°üÀÌ ÀÖ¾úÀ¸³ª µ¶¸³¼º, ÁöÀû-¹®È­Àû ÁöÇ⼺, µµ´ö-Á¾±³Àû °­Á¶ Ç׸ñÀº À¯ÀÇÇÑ »ó°üÀÌ ¾ø´Â °ÍÀ¸·Î ³ªÅ¸³µ´Ù. ±×·¯¹Ç·Î º» ¿¬±¸ °á°ú¿¡¼­ û¼Ò³âÀÇ Á¤½Å°Ç°­Àº ¾çÈ£ÇÑ ÆíÀ̾úÀ¸¸ç °¡Á·È¯°æ¿¡ ´ëÇÑ Áö°¢ÀÌ ³ôÀº¼ö·Ï Á¤½Å°Ç°­Àº ÁÁÀº °ÍÀ¸·Î ³ªÅ¸³µ´Ù.

KeyWords
°¡Á·È¯°æÁö°¢, Á¤½Å°Ç°­
¿ø¹® ¹× ¸µÅ©¾Æ¿ô Á¤º¸
µîÀçÀú³Î Á¤º¸