남녀 고등학생의 교복태도와 부모통제와의 관계 연구

Abstract

본 연구는 남녀 고등학생의 교복만족도 및 교복변형행동의 내용을 조사하고, 부모통제 및 학교생활만족도와 교복만족도, 교복변형행동의 관계를 파악하며, 인구통계적 변인에 따른 교복만족도와 교복변형행동의 차이를 조사하는데 그 목적이 있다. 연구방법은 조사연구방법으로 질문지법을 사용하였다. 피험자는 서울 및 서울 근교에 거주하며, 교복을 착용하는 남녀공학 고등학교의 1학년과 2학년 재학생 407명으로서 남학생이 191명, 여학생이 216명이었다. 교복만족도는 23개 문항을 5점 Likert 방법으로 조사하였다. 교복변형은 교복변형경험과 교복변형의 부위와 정도에 대하여 조사하였다. 부모통제 중 직접통제는 훈육정당성 5문항과 훈육일관성 3문항을 사용하였으며, Cronbach의 α 신뢰도 계수는 각각 .838, .622이었다. 간접통제는 부모자녀소통 6문항과 부모감독 5문항으로 Cronbach의 α 신뢰도 계수는 각각 .894, .827이었다. 학교생활만족도 1문항을 조사하였다. 인구통계적 변인은 학교, 학년, 성별, 연령, 아버지의 학력, 어머니의 학력, 사회계층, 학교성적의 8개 문항을 사용하였다. 본 연구의 자료분석을 위하여 SPSS 프로그램을 사용하여 빈도분석, 요인분석, Cronbach's α 신뢰도 계수 분석, 백분율, 평균, Person의 적률상관관계, t-검증과 일원변량분석, Duncan의 다중범위검증, 𝟀2 검증, 다중회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 교복만족도는 요인분석 결과 교복의 미적 만족도, 심리적 만족도, 신분상징 만족도, 관리 만족도, 경제적 만족도의 5개 요인이 도출되었다. 남녀고등학생들은 교복에 대하여 아침마다 옷을 선택 하여야 하는 번거로움이 없다는 점에서 크게 만족하였으나, 교복의 가격 및 디자인에 대한 만족도는 낮은 편이었다. 둘째, 여학생은 교복변형을 한 경우가 78%, 남학생은 45%를 나타내어 여자가 남자보다 더 높은 빈도를 나타내었고, 대다수의 여학생이 교복의 변형을 경험하였다. 여학생의 23.6%, 남학생의 12.6%가 재킷의 품을 줄여서 착용하였다. 남학생의 1/3, 여학생의 2/3가 각각 바지와 스커트 길이를 줄였다. 셋째, 부모통제와 교복만족도의 관계를 조사한 결과 남녀 고등학생은 부모자녀소통이 높을수록 교복의 미적 만족도, 심리적 만족도, 신분상징 만족도가 높았으며, 부모감독이 많을수록 교복의 심리적 만족도와 신분상징 만족도가 높았다. 특히 남학생은 부모자녀소통이 높을수록 미적 만족도와 신분상징 만족도가 높았다. 부모통제와 교복변형의 관계에서는 부모감독이 높을수록 교복 재킷변형 정도가 낮았다. 남학생의 경우 부모감독이 높을수록 재킷 및 셔츠의 변형 정도가 낮았고, 여학생은 부모자녀소통이 높을수록 교복변형경험이 낮았다. 넷째, 남녀 고등학생은 학교생활만족도가 높을수록 교복의 미적, 심리적, 신분상징 만족도가 높았다. 학교생활만족도는 교복변형경험과 유의한 관계가 없었으나, 남학생의 경우 학교생활만족도가 높을수록 재킷변형 정도가 낮게 나타났다. 다섯째, 인구통계적 변인에 따른 교복만족도의 차이를 보면 여학생이 남학생보다 교복의 심리적 만족도가 높았고, 1학년이 2학년보다 교복에 대한 미적 만족도와 경제적 만족도가 높았다. 아버지의 학력에 따라 교복만족도는 유의한 차이가 없었으나, 어머니의 학력이 높을수록 교복의 미적 만족도가 낮았다. 상류층은 중, 하류층보다 교복의 미적, 심리적, 신분상징 만족도가 낮았다. 교복변형정도는 성별과 성적에 따라 유의한 차이가 있어, 여학생이 남학생보다 셔츠, 블라우스변형과 바지, 스커트변형을 하는 정도가 높았고, 성적이 하위권인 학생이 중, 상위권보다 셔츠, 블라우스변형과 바지, 스커트변형 정도가 높았다. 여섯째, 교복만족도에 동시에 영향을 주는 특성을 조사한 결과 남학생은 학교생활만족도와 부모자녀소통이 영향을 주었으며, 여학생은 학교생활만족도, 학년, 사회계층이 영향을 주었다. 남녀를 전체적으로 볼 때 교복만족도에는 학교생활만족도, 학년, 사회계층, 부모자녀소통의 순으로 영향을 주었고, 학교생활만족도와 부모자녀소통이 높고, 학년과 사회계층이 낮을수록 교복에 대한 만족도가 높았다(R2 = .076). 종합적으로 볼 때 부모통제가 높을수록 교복을 통해 안정감을 느끼는 심리적 만족도가 높았으며, 이러한 특징은 여고생보다 남자고등학생에게 더 밀접하게 나타났다. 부모감독이 높을수록 재킷변형 정도가 낮았으며, 여학생은 부모자녀소통이 높을수록 교복변형경험이 낮았다. 남녀 모두 교복만족도에는 학교생활만족도가 가장 큰 영향을 주었으며, 사회계층과 부모자녀소통도 교복만족도에 의미 있는 영향을 주었다.| The purpose of this study were to investigate satisfaction with and alteration of school uniforms by male and female high school students, to disclose the relationships with parents’ control, the satisfaction of school life, the satisfaction with school uniforms and their alteration, and to examine the differences between students satisfied with school uniforms and students who alter their uniform based on demographic variables. The method utilized for this study was a survey method. Subjects lived in Seoul and in the suburbs of Seoul. The subject were 407 freshmen and sophomore high school students (191male students, and 216 female students) who wear the school uniforms of their coeducation high school. Satisfaction with school uniforms was investigated through 23 questions and 5 points of Likert method. Alteration of school uniforms was surveyed by the article of clothing altered and the extent of the alteration of school uniforms. Among parents control parts, direct control parts were 5 questions about justification of instruction and 3 questions about consistency of instruction, and Cronbach's alpha reliability coefficients were each .838 and .622. Indirect control parts were 6 questions of communication between parents and children and 5 questions about parents’ direction, and Cronbach's alpha reliability coefficients were each .894 and .827. There was one item about satisfaction with school life on the survey paper. Demographic variables were determined using 8 questions regarding school, grade, sexual distinction, age, academic background of mother and father, level of society, and school records. Analysis of the data in this study, utilized the SPSS program and effected an analysis of frequency, an average, an αanalysis of Cronbach's alpha reliability coefficient, Pearson's correlation coefficient, t-test, one-way ANOVA, Duncan's multiple range test, 𝟀2 test, and multiple regression analysis. First, the satisfaction with school uniforms derived 5 measurements of satisfaction that included beauty, psychological satisfaction, satisfaction with social positioning, satisfaction with managing and economic satisfaction as a result of analysis. Both female and male high school students were very satisfied about the convenience of not having to choose what they wear every morning, but the satisfactions with cost and design of school uniforms were lower in comparison with other satisfactions. Second, 78% of female students and 45% of male students altered school uniforms. Females showed the alteration of school uniforms more than male. Moreover, most female students had the experience to alter their school uniforms. In addition, 23.6% of female students and 12.6% of male students wore jackets that were altered to a shortened width. 1/3 of male students and 2/3 of female students shortened their pants and skirt length. Third, as the result of the investigation of the correlation between parents control and satisfaction with school uniform, satisfaction with beauty of school uniforms, the psychological satisfaction, and the satisfaction with social positioning were higher as the communication between parents and children was more, and the psychological satisfaction of school uniforms and the satisfaction with social positioning were higher as the parents direction was more in both female and male high school students. Satisfaction with beauty of school uniforms of male students was higher as they had more communication with their parents. In the correlation between parents control and alteration of school uniforms, the alteration percentage was lower as the parents’ direction was more. In male students, the alteration of jackets and shirts was lower as the parents’ direction was higher, and in female students, the experiences to alter their school uniforms were lower as the communication between parents and children was more. Fourth, for both of the surveyed female and male high school students, the beauty, the psychological, and the social positioning satisfactions with school uniforms were higher as the satisfaction with school life was higher. There was a distinguished connection or correlation between the satisfaction with school life and the experiences to alter school uniforms, but the alteration percentage was lower as the satisfaction with school life was higher in male students. Fifth, in the differences of the satisfaction with school uniforms as demographic variables, the satisfactions of female students with school uniforms was higher than the satisfactions of male students with their school uniforms, and the satisfaction with beauty of school uniforms and the economic satisfaction of freshmen was higher than the satisfaction with beauty of school uniforms and the economic satisfaction of sophomores. There was no correlation to concern the father's education level, but the beauty satisfaction of school uniforms was lower as mother's education level was higher. The beauty, psychological, social positioning satisfaction of school uniforms of the upper class was lower than the middle and the lower class. There were distinguished differences about the transformative standard such as the sex distinction and the school score. As the result, the alteration percentage of shirts, blouses, pants, skirts of female students were higher than the alteration percentage of shirts, blouses, pants, skirts of male students, the of shirts, blouses, pants, skirts of the students with low school scores were higher than the students with high and middle-range school scores. Finally, as the result of the investigation of a special character to effect to the satisfaction with school uniforms at once, male students got affected by the satisfaction with school life and the communication with parents, and female students got affected by the satisfaction with school life, the grade, and the social positioning. In general, both male and female students were effected by the satisfaction with school life, the grade, the social positioning, and the communication with parents in order of results. When satisfaction with school life was high as well as communication with parents then satisfaction with school uniforms was also high. When grade and social positioning were high then satisfaction with school uniforms was also high. Overall, according to the findings above, the psychological satisfaction that students felt a sense of stability from school uniforms was higher as the parents control was higher. Furthermore, male students were intimately connected with this tendency more than female students. The alteration percentage of jackets was lower as the parents’ direction was higher, and the experiences to alter school uniforms were lower as the communication with parents was higher in female students. The satisfaction with school life was the biggest effect to the satisfaction with school uniforms of male and female students, and the social positioning and the communication between parents and children were significant influences to the satisfaction with school uniforms of both male and female students.