초등학생의 학업적 실패내성, 학습몰입이 학교적응에 미치는 영향 = The Influence of Academic Failure Tolerance and Learning Flow on School-Related Adjustment in Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze Academic Failure Tolerance, Learning Flow on School-Related Adjustment as it pertains to elementary students. Depending on the student's background (gender, grade, academic level, time spent reading, time spent playing games, and family involvement).
We looked at the correlations between Academic Failure Tolerance, Learning Flow, and School-Related Adjustment. We confirmed that individual background, Academic Failure Tolerance, and Learning Flow affected School-Related Adjustment.
We used a random sample of 1,555 elementary school students (730 fourth grade and 825 sixth grade) across the Gangwon Province.
Academic Failure Tolerance was measured using the「The measurement of Academic Failure Tolerance」by Kim A young(2002), Learning flow was measured using the 「learning flow scale」developed by Seok Im bok and Kang Yi Cheol(2007) and 「School-Related Adjustment」by Hyun Ju et al (2006). The data was processed using PASW 18.0 by IBM.

The study resulted in three categories:
First, the individual's background affected Academic failure tolerance, Learning flow, and School-Related Adjustment. With gender having no affect on Academic failure tolerance.
Academic failure tolerance was higher with fourth grade when compared to sixth grade. It was higher with students with higher academic grades. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
Learning flow was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.
School Adjustment was higher with girls when compared to boys. It was higher with fourth grade when compared to sixth grade. Higher with students who read more books. Less with students who played more games. Also higher with students who had more parent involvement.

Second, the result of correlations between Academic Failure Tolerance, Learning Flow, and School Adjustment. It showed positive correlations between Academic Failure Tolerance, Learning Flow and subfactor. Learning flow, School Adjustment and subfactor. Academic Failure Tolerance, School Adjustment and subfactor. The correlations between Learning Flow and School Adjustment were statistically meaningful. Students with a higher Learning Flow have a higher Academic Failure Tolerance. Allowing them to adjust to their school.

Third, the biggest factors that influence Learning Flow were academic school adjustment, social school adjustment, affective school adjustment, and whole school adjustment. Affective school adjustment especially had a big effect on Learning Flow.

Based on the study, in order to achieve positive school adjustment.
Starting at a young age, parents and school have to create a peaceful environment. Taking into account, the students' Psychological and Physical development. When it comes to Learning Flow we must consider the students' gender.
We have to develop various systematic programs that nourish failure tolerance with self esteem giving a sense of accomplishment with an established goal.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구내용 4
• 3. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 학업적 실패내성 6
• 2. 학습몰입 10
• 3. 학교적응 24
• 4. 선행연구의 고찰 29
• 5. 연구 가설의 설정 근거 40
• Ⅲ. 연구 방법 45
• 1. 연구 대상 45
• 2. 연구 도구 47
• 3. 자료처리 51
• Ⅳ. 가설 검정 및 해석 53
• 1. 배경요인별 차이 분석 53
• 2. 상호상관 분석 88
• 3. 영향력 분석 90
• Ⅴ. 논 의 95
• Ⅵ. 요약 및 결론 105
• 1. 요약 105
• 2. 결론 109
• 3. 제언 112
• 참 고 문 헌 114
• ABSTRACT 124