중학생의 성역할정체감이 학교생활적응에 미치는 영향

Abstract

최근 성역할 정체감에 대한 관심이 커지고 있지만 아직 성역할 정체감과 관련된 다양한 개념들은 혼용되어 사용되고 있다. 생물학적 성(sex)과 젠더(gender) 측면에 따른 리더십생활기술과 학교생활적응을 알아보고자 선행요인을 확인하려 하였다. 청소년기에는 2차 성징에 따른 변화로 성정체성에 관심을 가지게 되고 이는 자연스럽게 성역할에 대한 정체성 형성으로 이어진다. 이 시기의 청소년은 아동기의 남성다움과 여성다움을 조직하는 능력이 더 강화됨과 동시에 사회에서 규정한 생물학적 성에 적합한 역할을 수행하도록 압력을 받는다. 이와 같이 사회 ? 문화적 압력을 인식하는 과정에서 청소년은 점차 자신의 성의 특질을 이해하고 되고 자신의 성에 적절한 것으로 사회가 규정지어 놓은 인성특성, 태도, 행동에 동일시를 하면서 성역할 정체감을 확립하게 된다. 이는 자아정체성 형성의 중요하고도 결정적인 요소가 되므로 청소년기의 성역할정체감을 살펴보는 것은 청소년기의 중요한 발달 과업 중의 하나로 청소년을 이해하는데 중요한 역할을 한다. 이러한 맥락에서 본 연구에서는 중학생의 성역할정체감과 적응에 긍정적 영향을 주는 것으로 보고된 리더십생활기술과 학교생활적응과의 관계를 확인하고자 하였으며, 각 변인들 간에 미치는 영향을 확인하고자 하였다. 다음으로 청소년의 성역할정체감이 리더십생활기술에 영향을 미쳐 학교생활적응에 영향을 줄 것이라는 위계적 모델을 제안하였다. 또한, 성역할정체감 유형에 따른 리더십생활기술과 학교생활적응의 차이를 알아보고자 하였다.; While growing interest in gender role identity, there is still mixed usage of various concepts regarding it. This study tried to identify antecedents in order to examine leadership life skills and school adjustment according to biological sex and gender. In adolescence, people have interest in gender role identity due to changes in secondary sexual characters, accordingly leading to forming identity regarding gender roles. In this period, adolescences enhance ability in more developing manhood and womanhood in childhood, and simultaneously are forced to perform proper roles for their biological sex defined by society. Like this, in the process of recognizing sociocultural pressure, adolescences increasingly understand characteristics of their sex, and as identifying it with personality, attitudes and behaviors defined by society, they establish their own gender role identity. Since it is an important and critical factor in forming self identity, to considering gender role identity is one of important tasks of development in adolescence and also plays an important role in understanding adolescences. In this context, this study tried to identify the relation between leadership life skills and school adjustment which have been reported as factors having a positive effect on gender role identity and adjustment among middle school students, and also its influence on each variable. And next, the researcher proposed a stratified model suggesting that adolescences' gender role identity will affect school adjustment by first affecting leadership life skills. In addition, the researcher tried to find out differences in leadership life skills and school adjustment according to types of gender role identity. For this study, the researcher evaluated gender role identity, leadership life skills, and school adjustments for 486 middle school students (249 males and 236 females), resulting in the following findings. Gender role identity among middle school students showed the statistically significant-positive correlation with leadership life skills and school adjustment. This means that once gender role identity is established, adolescences can overcome psychological crisis without difficulty by enhanced understanding of themselves, and as a result, develop leadership, and accordingly improve ability in maintaining harmonious relationships in such as various activities in the school environment. Students with established gender role identity showed higher levels of adjustment in all areas of leadership life skills, indicating that they're doing well regarding all areas of school life. There also showed the significantly positive relation between leadership life skills and all the subareas of school adjustment. This means that the better personal relationship, learning ability, and group activities, the better school adjustment results in. That is, leadership life skills are formed and displayed through interactions with others or within groups, leading to improved school adjustment. As a result of analyzing leadership life skills and school adjustment depending on recognition of gender role identity, students with bigender role identity showed more leadership life skills and higher levels of school adjustment regarding all the areas, suggesting that students with established gender role identity will show higher levels of adjustment. Finally, the researcher proposed the stratified model that middle school students' perceived gender role identity will affect leadership life skills and accordingly affect school adjustment, and in order to test its' validity, examined it through regression analysis. As a result, it was found that middle school students' perceived leadership life skills mediate between gender role identity and school adjustment. Putting these results together, it is suggested that to develop leadership with which one can realize one's vision through establishing self identity and the process of self-discovery and self-exploration is the most important thing of all in adolescence.