이 연구는 초등학교 운동선수의 주변환경과 또래관계 및 학교생활적응간의 관계를 규명하기 위한 목적으로 진행 되었다. 자료는 편의표본추출법을 이용하여 초등학교 남녀 5,6학년 개인 및 단체종목 운동선수 295명을 대상으로 수집하였으며, 총 287부의 자료가 연구에 사용되었다. 수집된 자료는 탐색적 요인분석을 통하여 타당도를 검증하 였으며, 주변환경과 또래관계 및 학교생활적응의 신뢰도는 탐색적 요인분석과 신뢰도 분석을 통하여 검증하였다. 각 변인들의 관계는 상관관계분석과 다중회귀분석을 통하여 분석하였으며, 분석결과 주변환경은 긍정적 환경에서 또래관계와 학교생활 적응에 존중감, 친밀감, 교우관계, 공부태도, 교사관계, 학교규칙준수의 하위요인에서 긍정적 영향을 미쳤으며, “무시”만 또래관계에서 부정적 영향을 미치는 것으로 나타났다. 부정적 환경에서는 친밀감, 교 우관계, 공부태도, 교사관계, 학교규칙준수 등 모든 하위요인에서 부정적 영향을 미치는 것으로 나타났다. 또한 또래관계가 학교생활 적응에 미치는 영향에서 무시는 교우관계, 공부태도, 교사관계, 학교규칙준수의 모든 학교생 활적응의 하위요인에 부정적 영향을 미쳤으며, 존중감은 학교규칙준수에, 친밀감은 교우관계, 교사관계, 학교규칙 준수에만 긍정적 영향을 미치는 것으로 나타났다.
This study aimed to understand the relationship between nearby environment and peer relationships in elementary school athletes and their adjustment to school life. For data collection, this study targeted 295 group athletes in Grade 5 and 6 of elementary school using convenience sampling. A total of 287 copies of responses were used for the study. An exploratory factor analysis was applied to the data collected to test its validity and the reliability of the nearby environment, peer relationships and adjustment to school life were tested through an exploratory factor analysis and a reliability test. The relationships between variables was checked through a correlations analysis and a multi-regression analysis, and the results are presented as follows; As a result of the analyses, the followings were discovered: the nearby positive environment had a positive effect on peer relationships, and respect, affinity, friendships, learning attitude, relationships with teachers and observance of school regulations as sub-variables of adjustment to school life. However, " ignorance" had a negative effect on peer relationships. The negative nearby environment has a negative effect on all of sub-variables of affinity, friendships, learning attitude, relationships with teachers and observance of school regulations. Also, with respect to the effect the nearby environment had on peer relationships, ignorance had a negative effect on all of sub-variables of friendships, learning attitude, relationships with teachers and observance of school regulations. Respect had a positive effect on observance of school regulations while affinity had a positive effect on friendships, relationships with teachers and observance of school regulations.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구 결과 Ⅳ. 논의 Ⅴ. 결론 참고문헌
