부모와 자녀간의 의사소통방식이 고등학생의 자기효능감과 자기주도학습에 미치는 영향

Abstract

국 문 초 록

본 연구에서는 부모-자녀 간 의사소통유형이 청소년의 자기효능감과 자기주도학습에 미치는 영향과 어떠한 관계가 있는지를 규명하고 고등학생 자녀의 자기효능감과 자기주도학습 능력 향상을 위해 부모와의 올바른 의사소통유형을 제시하는데 목적을 두고 있다. 이와 같은 목적에 따라 다음과 같은 연구문제를 설정하였다.

연구문제1. 부모-자녀 간 의사소통방식이 자기효능감에 어떠한 영향을 미치는가? 연구문제2. 부모-자녀 간 의사소통방식이 자기주도학습에 어떠한 영향을 미치는가? 연구문제3. 자기효능감과 자기주도학습은 어떤 관계가 있는가?

연구문제를 탐색하기 위하여 부모-자녀 간 의사소통 유형 척도, 자기효능감 척도, 자기주도학습 척도와 인적사항을 묻는 문항들을 합하여 설문지를 제작하여, 무선 배부하여 응답하도록 하였다. 본 연구의 대상은 수도권(서울, 인천, 경기)에 소재하는 4개 고등학교 1, 2학년 남, 여학생 242명이다. 앞서 말한바와 같이 본 연구에서는 부모-자녀 간 의사소통방식이 자기효능감과 자기주도학습에 미치는 영향을 알아보는 것이다. 부모-자녀 간 의사소통방식의 하위요인은 부의 기능적 의사소통, 부의 문제적 의사소통, 모의 기능적 의사소통, 모의 문제적 의사소통으로 구분하였고, 자기효능감은 자신감, 자기조절효능감, 과제난이도선호로 하위요인이 구분되어 있으나 자기효능감 전체로 분석하였다. 그리고 자기주도학습은 자기평가, 조직화 및 변형, 목표설정 및 계획, 정보찾기, 평가기록 및 점검, 자기결론화, 시연 및 기여, 시험 준비 및 복습, 환경구조화, 사회적 도움추구로 총 10개의 하위요인을 가지고 있으나, 자기주도학습 전체, 자기주도학습 인지, 자기주도학습 행동의 3개의 요인으로 구분하여 분석하였다. 본 연구의 연구결과를 요약하면 다음과 같다. 첫째, 부모-자녀 간 의사소통 방식과 자기효능감은 유의미한 상관관계가 있으며, 부모-자녀 간 개방적 의사소통이 자기효능감에 유의한 영향을 미쳤다. 그러므로 부모-자녀 간 개방적 의사소통이 자녀의 자기효능감에 긍정적인 영향을 미쳤으며, 이는 부모와의 문제적 의사소통보다 개방적 의사소통이 자녀의 자기효능감에 미치는 영향력이 더 크다고 해석할 수 있다. 또한 어머니와의 개방적 의사소통보다 아버지와의 개방적 의사소통이 자기효능감에 미치는 영향이 더욱 컸다. 둘째, 부모-자녀 간 의사소통 특성과 자기주도학습은 유의미한 상관관계가 있으며, 부모-자녀 간 개방적 의사소통이 자기주도학습에 유의한 영향을 미쳤다. 그러므로 부모-자녀 간 개방적 의사소통이 자녀의 자기주도학습능력에 긍정적인 영향을 미쳤으며, 이는 부모와의 문제적 의사소통보다 개방적 의사소통이 자녀의 자기주도학습에 미치는 영향력이 더 크다고 해석할 수 있다. 하지만 부모와의 의사소통과 자기효능감과의 관계와 다르게 아버지 또는 어머니에 따른 영향력의 차이는 크게 드러나지 않았다. 셋째, 자기효능감에 대한 자기주도학습의 관계는 유의했고, 자기효능감이 높을수록 자기주도학습이 높아지는 것으로 나타났다. 본 연구는 부모-자녀 간 의사소통방식은 자기효능감과 자기주도학습에 영향을 미치는 중요 요인임을 다시 한번 확인할 수 있었다. 나아가 이러한 연구결과는 부모와의 올바른 의사소통을 위한 부모교육, 자기효능감과 자기주도학습능력을 키우기 위한 프로그램 등에서 활용할 수 있는 근거자료가 될 것으로 생각된다. 그리고 부모자녀간의 바람직한 의사소통 기법을 탐색하여 적용해보려는 노력이 필요할 것이며, 자기효능감 증진 및 자기주도학습능력 향상을 위한 노력을 부모가 함께 해주어야 할 것이 요구된다. 나아가 학교나 사회에서 부모와의 의사소통의 중요성을 인식시키고 의사소통 기술을 향상시키는 교육이나 효과적인 프로그램을 구안하고 실시하는 것이 매우 필요함을 시사해준다.

용어정리: 부모-자녀 간 의사소통, 자기효능감, 자기주도학습|ABSTRACT

A Study on Effects of Communication Patterns between Parents and Adolescents on Self-Efficacy and Self-Directed Learning of High School Students

Byun, Hyunhee Dept. of Educational Psychology The Graduate School of Education Hanyang University

This study aims to investigate the effects of parent-child communication styles on self-efficacy and self-directed learning of adolescents, and to suggest a proper communication style for improving self-efficacy and self-directed learning abilities of high school students. For this purpose, research problems were set as follows.

Research problem 1. What effect do characteristics of parent-child communication have on self-efficacy? Research problem 2. What effect do characteristics of parent-child communication have on self-directed learning? Research problem 3. What relationship is there between self-efficacy and self-directed learning?

For exploring these research problems, questionnaires which consisted of parent-child communication style scale, self-efficacy scale and self-directed learning scale, and questions about personal information, were produced and they were randomly distributed to get answers. This study targeted 242 male and female students in the first and second grade of four high schools situated in metropolitan areas(Seoul, Incheon and Gyeonggi). As mentioned above, this study was designed to see the effects of parent-child communication styles on self-efficacy and self-directed learning. Sub-factors of parent-child communication style were father's functional communication, father's problematic communication, mother's functional communication and mother's problematic communication, and sub-factors of self-efficacy were confidence, self-regulated efficacy and preferred task difficulty, but it was analyzed, based on the whole self-efficacy. Also, self-directed learning was composed of total 10 sub-factors; self-assessment, organization and variation, goal setting and planning, information search, assessment record and inspection, self-conclusion, demonstration and contribution, examination preparation and review, environment structuring and social help seeking, but it was analyzed, based on three factors; the whole self-directed learning, self-directed learning cognition and self-directed learning behavior.

The results of this study are as below.

First, there was a significant correlation between characteristics of communication with parents and self-efficacy, and open communication with parents had a significant impact on self-efficacy. This demonstrates that open communication with parents positively affected child's self-efficacy and thus open communication with parents had a bigger influence on child's self-efficacy than problematic communication with parents. Moreover, open communication with father had a bigger influence on self-efficacy than open communication with mother. Second, there was a significant correlation between characteristics of communication with parents and self-directed learning, and open communication with parents had a significant effect on self-directed learning. This demonstrates that open communication with parents had a positive effect on child's self-directed learning ability and thus open communication with parents had a bigger influence on child's self-directed learning than problematic communication with parents. However, unlike the correlation between communication with parents and self-efficacy, there were no big differences in the influence between communication with father and communication with mother. Third, there was a significant correlation between self-efficacy and self-directed learning, and as self-efficacy improved, self-directed learning increased.

In conclusion, this study showed once again that communication styles with parents were crucial factors to affect self-efficacy and self-directed learning. Furthermore, it is considered that these findings would serve as basic data for parents education for proper communication with parents, and for programs to improve self-efficacy and self-directed learning ability. Also, there would be a need for efforts to find a desirable parent-child communication technique and to apply it, and parents would need to try together to enhance child's self-efficacy and self-directed learning ability. In addition, these results imply that it is very required to emphasize the importance of communication with parents in school or society, and to develop and implement education or effective programs to improve communication skills.

Key Words : Parent-Child Communication Style, Self-Efficacy, Self-Directed Learning; ABSTRACT

A Study on Effects of Communication Patterns between Parents and Adolescents on Self-Efficacy and Self-Directed Learning of High School Students

Byun, Hyunhee Dept. of Educational Psychology The Graduate School of Education Hanyang University

This study aims to investigate the effects of parent-child communication styles on self-efficacy and self-directed learning of adolescents, and to suggest a proper communication style for improving self-efficacy and self-directed learning abilities of high school students. For this purpose, research problems were set as follows.

Research problem 1. What effect do characteristics of parent-child communication have on self-efficacy? Research problem 2. What effect do characteristics of parent-child communication have on self-directed learning? Research problem 3. What relationship is there between self-efficacy and self-directed learning?

For exploring these research problems, questionnaires which consisted of parent-child communication style scale, self-efficacy scale and self-directed learning scale, and questions about personal information, were produced and they were randomly distributed to get answers. This study targeted 242 male and female students in the first and second grade of four high schools situated in metropolitan areas(Seoul, Incheon and Gyeonggi). As mentioned above, this study was designed to see the effects of parent-child communication styles on self-efficacy and self-directed learning. Sub-factors of parent-child communication style were father's functional communication, father's problematic communication, mother's functional communication and mother's problematic communication, and sub-factors of self-efficacy were confidence, self-regulated efficacy and preferred task difficulty, but it was analyzed, based on the whole self-efficacy. Also, self-directed learning was composed of total 10 sub-factors