Earticle

[목적] 골프종목 특성상 선수를 육성하는 과정에서 부모개입은 필수불가결한 부분이며, 특히 그 개입수준은 다른 종목에 비하여 매우 높은 것으로 알려져 있다. 이 연구는 골프선수의 운동수행에 미치는 부모개입의 영향을 구체 화하고, 그 개입유형을 탐색하고자 수행되었다. [방법] S시 골프협회 및 대학골프연맹이 주관하는 대회에 참가한 선수 중 연구참여에 동의한 193명을 최종 표집하였다. 이들은 운동수행에 있어 부모의 관여가 ‘방해가 된다고 생 각한 경우’와 ‘도움이 된다고 생각한 경우’로 구성된 개방형설문지에 응답하였으며, 수집된 자료는 귀납적 내용분 석이 이루어졌다. [결과] 먼저 긍정적 영향을 미치는 부모개입은 경제적 지원, 심리적 지지, 보조적 행위, 정서적 안정, 교수적 행위, 거리 유지 순으로 나타났다. 반면 부정적 영향을 미치는 부모개입은 심리적 부담 유발, 심리 적 상처 유발, 연습 관여, 기술적 개입, 생활관리 순으로 나타났다. [결론] 효과적인 부모개입 방안 모색을 위한 기초자료로 활용될 수 있을 것으로 기대된다.

[Purpose] Parent involvement during the process of developing athletes is indispensable due to the characteristics of the sport of golf, and the level of involvement, in particular, is known to be extremely high when compared to other sports. The study was conducted to specify parent involvement affecting the exercise performance of golf students and to explore parent involvement patterns. [Method] Out of all the athletes who participated in the competition supervised by the golf association and college golf federation of S city, the study ultimately sampled 193 subjects who agreed to participate in the research, These subjects answered open-ended surveys asking whether parent involvement was ‘obtrusive’ or ‘helpful’ in terms of exercise performance, and the collected data underwent inductive content analysis. [Results] First of all, positive parent involvement appeared in the order of financial support, psychological support, assisting behavior, emotional stability, instructional behavior, and distance keeping. On the other hand, negative parent involvement appeared in the order of causing psychological burdens, causing psychological scars, getting involved in practice, getting involved in technique, and managing the athlete’s lifestyle. [Conclusion] The study is expected to be used as basic data for seeking an effective parent involvement plan.

Purpose: The purpose of the study was to evaluate a parent involvement intervention for childhood obesity intended to increase parents' skills in managing children's weight-related behavior and to improve child-parent relationships. Many studies reported on parental influence on childhood obesity, emphasizing parent involvement in prevention and management of childhood obesity. Methods: A randomized controlled trial was conducted. Forty-two parents of overweight/obese children were recruited from four cities and randomized to the experimental group or control group. The parental intervention was provided only to parents in the experimental group and consisted of weekly newsletters and text messages for a period of 5 weeks. Exercise classes and nutrition education were provided to all children. Lifestyle Behaviour Checklist and the Child-Parent Relationship Scale (CPRS) were used for measurement of parent outcome. For the child outcome, dietary self-efficacy, exercise frequency, and body mass index were measured. A mixed-design analysis of variance was performed with city location entered as a random effect. Results: After the intervention, CPRS of parents and dietary self-efficacy of children showed an increase in the experimental group (p < .05). Intervention effects differed significantly according to the city location regarding the control efficacy of parents and dietary self-efficacy of children (p < .05). Conclusions: The results support the effectiveness of the parent involvement intervention in promoting child-parent relationship and dietary self-efficacy of children. However, a 5-week parent involvement intervention was not sufficient to produce significant changes in children's body mass index. Further research is needed to investigate effects of parent involvement intervention with long-term evaluation.

Prior research on the relationship between parent involvement in schools and children's academic achievement has been inconclusive, finding some positive effects and some negative effects of parent involvement. This study investigated the effects of parent involvement on kindergarten children's reading achievement. Working from a conceptual basis in Bronfenbrenner's Ecological System Theory (1998), the present study distinguishes between the effect of an individual child's parent involvement at home and at school and the collective effect of a school atmosphere in which parents are actively involved in kindergarten students and their parents. The study data (N=3,142) were drawn from Early Childhood Longitudinal Study Kindergarten Class-Kindergarten version. A Hierarchical Linear Modeling (HLM) technique was used to uncover both the effects of individual parent activities and collective parent activities. The major finding resulted from HLM analyses was that while there is no significant effect of an individual child's parent involvement at school, a school atmosphere in which parents are actively and collectively involved mitigates the effect of children's prior achievement on their reading achievement at the end of kindergarten year. That is, in educational environments characterized by high collective parent involvement, kindergarten children are more likely to end their school year with higher reading achievement compared to the start of the year.

본 연구는 초등학교 고학년 자녀를 둔 어머니가 맺는 사회관계망 기능 특성이 어머니의 사회․경제적 배경과 교육적 관여 행동을 어떻게 매개하는지 한부모 가정 어머니와 양부모 가정 어머니를 대상으로 비교 분석하고자 하였다. 연구대상은 서울과 인천지역의 초등학교 5. 6학년 학생을 자녀로 둔 한부모 가정 어머니 132명과 양부모 가정 어머니 164명이었다. 본 연구에서는 부모의 교육적 관여 행동을 교육환경제공, 학업지도, 자녀교육지원 등을 포함한 가정 중심 교육관여와 자녀 학교에서의 교육활동참관, 교육활동지원, 교원과의 의사소통 등 학교 중심 관여로 구분하여 살펴보았다. 또한, 어머니의 사회관계망 기능 특성이 사회․경제적 배경과 교육적 관여 사이를 매개하는지 알아보고자 AMOS 18.0 프로그램을 사용하여 구조모형을 검증하였다. 분석결과, 한부모 어머니 집단에서 어머니의 사회관계망 기능 특성은 사회․경제적 배경과 가정관여의 관계, 그리고 학교관여와의 관계를 각각 완전 매개하는 것으로 나타났다. 반면, 양부모 어머니 집단에서는 어머니 사회관계망의 기능 특성이 사회․경제적 배경과 가정관여와의 관계를 부분 매개하였으나, 학교관여와의 관계에서는 매개효과를 나타내지 못했다. 이러한 연구결과를 토대로 저소득 한부모 어머니들을 대상으로 사회관계망 지원 기능을 확충함으로써 교육적 관여 수준을 향상시킬 수 있는 실제적 개입방안을 마련하는 데 시사점을 논의하였다.

The present study investigated the mediating effects of parents' social networks on the relationship between parents' socioeconomic status and parent involvement. Parent involvement in the current study was composed of home-based and school-based involvement. Home-based involvement includes providing learning environment at home, guiding child's study habits, and providing educational and financial support. School-based involvement includes supporting child's school-related activities, participating at parent meetings and volunteering, and home-school communication. The subjects were 132 single mothers and 164 mothers from two-parent families, whose children are fifth and sixth graders in Seoul and Incheon. Structural Equational Modeling was used for the analysis by adopting SPSS 18.0 and AMOS 18.0. The results showed that single mothers and mothers from two-parent families differ in their structural models. For mothers from two-parent families, socioeconomic status was directly related to home-based and school-based involvement. In contrast, single mother's socioeconomic status only influenced home-based and school-based involvement indirectly through the functional aspects of mother's social networks. The results suggest that parent counseling and parent education programs might be more effective if they encouraged single mothers to exchange resources through their social networks in order to promote parent involvement in elementary schools.

본 연구는 청소년이 지각한 부모의 통제적 과제참여와 지능에 대한 암묵적 신념 간의 관계에 대해 살펴보았다. 이를 위해 미국 동부와 남부에 소재한 7개의 중학교 3학년 학생 1,374명을 대상으로, 1학기와 2학기 총 2회에 걸쳐 설문조사를 실시하였다. 부모의 통제적 과제참여와 암묵적 신념 간의 상호적 방향성을 검증한 결과, 1학기 청소년이 지각한 부모의 통제적 과제참여가 높을수록 2학기에 노력으로 인지능력을 변화시킬 수 없다고 믿는 고정믿음을 가졌다. 한편, 1학기 청소년의 지능에 대한 암묵적 신념은 2학기 부모의 통제적 과제참여를 유의하게 예측하지 않았다. 본 연구결과는 부모의 일방적이고 통제적인 과제참여가 청소년 자녀의 지능의 가소성에 대한 근본적인 믿음에 영향을 준다는 것을 시사한다. 이와 같은 연구결과를 바탕으로 청소년기 자녀의 학업 지원에 있어 부모참여의 바람직한 방향과 중재프로그램 개발에 대한 시사점을 제공하였다.

Contrary to common belief, parent support in homework does not always lead to positive results. Uninvited, parent-initiated, and controlled parent homework support deceases children’s academic motivation and achievement. In the current study, we examined whether perceived intrusive parent homework support predicted children’s beliefs about the malleability of intelligence, called theory of intelligence. We also examined the reverse relationship: whether children’s theory of intelligence predicted perceived parent intrusive homework support. In a year-long prospective longitudinal study, we examined 1,374 middle school students. Results showed that students who perceived a higher level of intrusive parent homework support tended to believe that their intellectual ability was fixed (fixed mindset) six months later. However, perceived intrusive parent homework support did not predict theory of intelligence after the 6-month period. This finding adds to the understanding of the antecedent of theory of intelligence during adolescence, suggesting the need for a parent education program that highlights the importance of autonomy when supporting adolescents’ homework.

[목적] 본 연구는 골프 선수들이 지각하는 부모의 교육관여가 선수의 자결성 동기 및 운동지속에 미치는 영향력 을 규명하는 것에 목적이 있다. [방법] 한국(여자)프로골프협회를 비롯한 대학골프연맹에 소속된 선수 198명을 대 상으로 SPSS 18.0과 AMOS 18.0을 이용하여 빈도분석, 탐색적 요인분석, 신뢰성 분석, 다중회귀분석 및 구조모형 검증을 실시하였다. [결과] 첫째, 부모의 교육관여가 골프선수의 자결성 동기에 부분적으로 유의한 영향을 미치는 것으로 나타났다. 둘째, 부모의 교육관여가 골프선수의 운동지속에는 부분적으로 유의한 영향을 미치는 것으로 나타났다. 셋째, 골프선수의 자결성 동기는 운동지속에 부분적으로 유의한 영향을 미치는 것으로 나타났다. 넷째, 부모의 교육관여가 골프선수의 자결성 동기와 운동지속에 구조적 관계에서는 부모의 교육관여가 운동지속에만 유의한 영향을 미치는 것으로 나타났다. [결론] 선수가 지각하는 부모의 교육관여는 선수의 자결성 동기와 운동지 속에 부분적으로 긍정적 효과가 있다.

[Purpose] The purpose of this study was to investigate the effects of parents 'educational involvement on the Self-determination and Continued exercise of Golf Player. [Method] The collected data(198) were analyzed using frequency analysis, reliability analysis, exploratory factor analysis, multi regression analysis, structural equation model. [Result] Firstly, Parents' involvement in education has a significant effect on golf player self-determination. Secondly, Parental involvement has a significant effect on the continuation of the athlete's exercise. Thirdly, The self-determination of the golf player showed a slight influence on continue of exercise. Fourthly, Parent education involvement has a significant effect only on the continuation of the exercise in the structural relationship. [Conclusion] Therefore, the parents educational involvement is partially positve effect on self-determination and continued exercise

학령기 다문화가정 아동의 증가와 더불어 이들의 학교적응에 대한 관심이 증가되고 있다. 본 연구는 다문화가정에서 어머니의 적극적인 양육자로서의 역할에 초점을 두고 어머니의 관여 및 어머니와 자녀간의 유대감, 그리고 자녀의 학교적응 및 학업성취간의 영향 관계와 경로구조를 검증했다. 구체적으로 다문화가정 자녀가 느끼는 부모자녀 유대감의 매개효과에 초점을 두고 매개효과를 분석하였다. 이를 위해 경기도 거주 결혼이주여성 396명과 그들의 자녀(중학교 1, 2학년) 396명을 조사한『경기교육복지패널』3차년도(2013) 자료를 이용하여 공분산구조분석을 수행하였다. 분석결과, 결혼이주여성의 교육적 관여와 자녀의 학업성취 및 학교적응의 관계에 대하여 부모자녀 유대감이 통계적으로 유의미한 매개효과를 가지고 있음을 확인하였다. 또한 교육적 관여와 학업성취보다는 교육적 관여와 학교적응의 관계에서 이러한 매개효과가 더욱더 큰 것으로 나타났다. 이러한 결과는 결혼이주여성의 양육참여로서 교육적 관여의 중요성을 확인해주었으며, 다문화가정 아동의 학교적응을 위해 가정 내에서 자녀가 어머니와 유대감을 가지고 상호작용하는 것이 매우 중요함을 보여주었다. 이에 따라 결혼이주여성이 적극적으로 자녀양육에 참여할 수 있도록 지원하는 방안 마련과 다문화가정 어머니와 자녀의 상호작용 및 유대감 형성을 지원하는 가족체계적 접근이 필요함을 시사한다.

This study investigated the impact of immigrant mothers' educational involvement on children's school outcomes such as school adjustment and academic achievement, specifically focusing on the mediating effect of parent-child bonding. A covariance structure analysis was conducted on the third wave survey of Gyeonggi Education Welfare Panel (2013) which involves 396 immigrant mothers in Korea and their 396 children-first/second-year middle schoolers. Findings suggested that the impact of immigrant mothers' educational involvement was mediated by parent-child bonding as perceived by their children, and these mediating effects were statistically significant. The path from educational involvement to school adjustment was not statistically significant, indicating a full mediation by parent-child bonding. For academic achievement, educational involvement had a significant direct effect and the mediating effect of parent-child bonding was only partial. These findings provide empirical support for the importance of parent-child bonding in multicultural families, and for immigrant mothers' active involvement in their children's education. Implications for social work practice are discussed.

본 연구의 목적은 부모 애착, 학습에 대한 부모참여, 아동의 미래에 대한 인식 간의 관계가 어떠한지를 살펴보 고, 각 변인들이 아동의 미래에 대한 인식에 미치는 영향력을 구체적으로 파악하여 아동의 미래에 대한 긍정적 인식 을 향상시키고자 하는 것이었다. 한국아동패널 12차년도(2019년) 자료를 대상으로 빈도분석과 기술통계 분석을 하였 고, 변수간의 상관분석을 위해 Pearson’s의 적률상관계수를 산출하였다. 아동의 미래에 대한 인식에 관한 부모 애착, 학습에 대한 부모참여의 설명력을 살펴보기 위해 다중회귀분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 부모 애착, 학습에 대한 부모참여, 아동의 미래 인식의 모든 잠재 변수들 간의 상관관계가 유의미한 상관관계를 보이는 것 으로 나타났다. 둘째, 아동의 미래에 대한 인식에 관한 설명력은 ‘모’ 신뢰감, ‘가정’ 기반 참여, ‘부’ 신뢰감, ‘모’ 의사 소통 순으로 나타났다. 이 같은 결과는 아동이 미래를 긍정적으로 인식 하는데 있어 부모의 신뢰와 온화하고 따스한 분위기의 가정 기반 학습 참여가 중요한 변인으로 작용한다는 것을 의미하는 것이었다.

The purpose of this study was to improve children's positive perceptions of the future by examining the relationship between parental attachment, parental involvement in learning, and children's perceptions of the future, and by identifying the specific influence of each variable on children's perceptions of the future. Frequency analysis and descriptive statistical analysis were performed on data from the 12th year of the Korean Children's Panel (2019), and Pearson's moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was performed to examine the explanatory power of parental attachment to children's perception of the future and parental participation in learning. The research results are as follows. First, the correlations among all the latent variables of parental attachment, parental participation in learning, and children's future perception showed significant correlations. Second, the explanatory power of children's perception of the future was found in the order of 'mother' trust, 'family'-based participation, 'father' trust, and 'mother' communication. These results suggested that parental trust and warm, warm participation in home-based learning were important variables in children's positive perception of the future.

Given that successful reading requires the development of both basic reading skills and comprehension skills, it is important to understand how to support children in their reading comprehension skills development, in addition to providing them with the opportunities to develop the basic reading skills. According to the previous studies, dialogic reading can enhance the children’s abilities to improve their reading comprehension. This study strove to develop a media application to support the improvement of children’s reading comprehension by using interactive media technology. We developed the Interactive Story Book (iStoryBook) to support dialogic reading between parents and children. In order to realize it, we surveyed previous studies, extracted promising strategies, and applied them to interactive media technologies. iStoryBook provides a parent-involved children’s reading process that will improve children’s reading comprehension without making excessive demands. At the end of this paper, we introduce the results of in-depth interviews with experts after their use of the iStoryBook.

본 연구의 목적은 유아교육 관련 학술지 분석을 통한 유아교육에서 부모의 참여에 대한 연구동향을 다음 4가지 기준에 근거하여 조사하는데 있었다: 1) 빈도 및 전체 논문 대비 비율, 2) 연구대상, 3) 연구방법, 4) 연구내용. 연구자들은 2006년에서 2012년까지의 유아교육 관련 학술지에서 156개의 논문을 선정하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모참여 연구의 전체 논문 대비 비율은 일정한 수준을 유지하고 있었으나 2012년에는 비율이 증가하였다. 둘째, 연구대상은 큰 변화가 나타나지 않았으나 2012년에 부모 참여 관점에서 누리과정 및 무상보육 정책 자체를 연구의 대상으로 하는 사례가 증가하였다. 셋째, 양적 연구 방법이 큰 비중을 차지하고 있지만, 질적 연구와 같은 연구 방법들이 지속적으로 사용되고 있었다. 넷째, 연구의 내용은 양육태도 및 행동과 같은 내용이 높은 비중을 유지하고 있었다.

The purpose of this study was to analyze the research trends of parent involvement in early childhood education based on the following categories:　1) overall proportion, 2) research participants, 3) research method, and 4) research topics. The study selected 141 research papers from 5 early childhood related journals. The results of the study are as follows: 1) The overall proportion of research related to parent involvement in early childhood education was maintaining its proportion; 2) The research participants were becoming more diverse, including multicultural and non-traditional groups; 3) Quantitative research method was still the majority in this area, but different types of research methods including qualitative research method are being used continuously; 4) Research topics were focused on specific topics.

A purpose of this study was to analyze research trends related to parent involvement for parents with young children, focusing on domestic journals published since 2013. Targeting a total of 62 articles met the selection criteria, the research trends of general characteristics and types of parent involvement were analyzed. Findings of analysis are as follows. First, in the general characteristics according to research participants, the highest proportion was found in the studies that conducted parent involvement for both parent and young children. Also, qualitative studies showed the highest proportion in the research method, and the contents of parent involvement included in the personnel, social, and educational aspects. The types of parent involvement were classified as focusing on parent education program, family education program, and family-connection activity. Second, in the specific trends according to the types of parent involvement, the topics of parent education program were covered in terms of emotional ·psychological support, collaboration-based coaching, etc. In the most of studies, the parent and child outcomes were reported as the result of parent education program, etc. Regarding to the parent involvement related to family education program, the topics of family education program were covered in terms of therapy centered intervention, social interaction, life-centered safety education, etc. In the most of studies, the parent and child outcomes were reported as the result of family education program. Regarding to the parent involvement related to family-connection activity, the topics of family-connection activity were covered in terms of curriculum based element, literature based approach, social-political factor related connection, etc. Based on the analysis results, discussions and implications were suggested for further studies to conduct active and practical parent involvement in connection of family, institution and community.

This study examines the association between parent-teacher relation and students’ academic achievement in Korea. We analyzed the structural relationship among family SES, parent involvement in school, teachers’ perception of students’ academic efforts and students’academic performance by employing structural equation modeling. Using data from the 2005Korean Education Longitudinal Study, we explore the role of parent involvement in school in shaping parent-teacher relation and teacher-student relation in association with students’academic achievement. The results indicate that parent involvement in school has only indirect association with students’ academic performance through teacher-related variables. We discussed the results along with prior literature and suggested implication for educational policy in Korean context.

The growing number of children from multicultural families challenges teachers who have these children in their classrooms. In an effort to educate children of multicultural family, the importance of parent involvement in the education of their children is an issue that has gained much attention over the years. The increasingly diverse student population calls for additional exploration of supporting connections to facilitate learning process of the children from multicultural families. Although research is beginning to investigate the education of children in multicultural families, there remains a lack of research efforts on parent involvement focusing on multicultural family. The purpose of this paper is to review perspectives of parent involvement, benefits of parent involvements as well as barriers to parent involvement, and involvement for multicultural parents in order to understand meaning of parent involvement in the context of multicultural education and to set up direction for future study. This article will provide some suggestions for new practices that will effectively support the education of these children.

본 논문은 미국에 거주하는 발달장애 자녀를 둔 한(국)인 부모들과 백인 부모들이 자녀들의 전환교육에 대해 어느 정도 참여하고 있는지를 조사하고, 이러한 참여도에 있어서 두 인종/민족 사이에 차이가 있는지를 비교, 검토하였다. 즉, 선행 연구들은 미국에 거주하는 문화적, 언어적 소수 민족 부모들의 자녀교육에 대한 참여도가 백인 부모들에 비해 낮은 것으로 보고하고 있는데, 한인 부모들도 그러한지를 조사, 비교하고자 하였다. 조사 및 비교 된 참여의 분야로서는 부모들의 전환교육에 대한 지식, 자녀들의 성공적인 전환을 돕기 위한 참여 활동, 그리고 사회 지원 네트웍의 이용 등을 포함하였다. 아울러 부모들이 참여하려고 할 때 경험한 어려움이나 장벽들도 함께 조사, 분석하였다.결과를 보면, 첫째로 한인 부모들은 자녀들의 전환교육과 관련한 학교 내.외에서의 프로그램이나 서비스, 학교 졸업 후의 서비스, 그리고 법적인 권한 등에 대한 지식에 있어서 백인 부모들에 비해 많이 부족한 것으로 나타났다. 둘째로, 한인 부모들은 자녀들의 전환을 돕기 위한 여러 가지의 실제 활동, 즉 IEP 회의 참석, 학교 교직원들과의 접촉, 부모를 위한 세미나나 교육에 참여 등에 있어서도 역시 백인 부모들보다 덜 활발한 것으로 조사되었다. 하지만 한인 부모들은 자녀의 전환을 돕기 위해 가족이나 친지, 다른 장애아의 부모, 학교 밖의 관련 기관이나 전문가 등 공식, 비공식적 사회 네트웍을 이용하는 정도는 백인 부모들보다 높은 것으로 나타났다. 본 논문은 이러한 결과에 대한 이유들을 분석하여 논하였으며, 아울러 부모들이 자녀들의 성공적인 전환을 위해 보다 더 적극적으로 참여하도록 하기위해 교육현장의 교사들이나 교육 행정가들이 참고할 수 있는 의견들을 제시하였다.

Parent Involvement in Transition Services for Youth with Developmental Disabilities: A Comparison between Korean-American Parents and White/Caucasian Parents

The purpose of this review paper aims to debunk our myths toward Asian-American parents and children and extend our knowledge of Asian-Americans. First, the meaning of two myths about Asian-American parenting and Asian-American children’s achievement is addressed. After investigating empirical research, the results suggest that, contrary to the stereotype, there may be greater variation among Asian-Americans in terms of children’s educational achievement and parental involvement practices. Finally, the importance of Asian-American parent involvement in education to boost children’s achievement is discussed based on the rationale of Bourdieu’s cultural capital theory.

The purpose of this study was to examine the effects of family-school relations on children's school adjustment with divorced mothers. Subcategories of the family-school relations were family participation in decision making, family help for schools, learning activities at home, school help for families, and school-home communication adopted from Epstein's parent involvement theory. Sub categories of children's school adjustment were delinquent behavior and academic achievement. The sample of this study included 3,367 children from first to fifth grade who lived either in a two-parent or one-parent home. Among them, 411 children with divorced mothers were analyzed. Independent t-test, Pearson's correlations, stepwise regression analysis were all conducted. Findings suggested that children with divorced mothers showed higher delinquency and lower academic achievement than children in intact families. Sub categories of family involvement and school involvement were correlated in divorced families. Children's delinquency was predicted by three of the family-school relation factors, which were school-home communication, family help for schools, and school help for families. Children's academic achievement was predicted by ail factors.

본 연구는 보육시설 부모 참여에 대한 시설장과 부모의 인식을 알아보고자 경기도 I시의 시설장 101명과 학부모 729명을 대상으로 설문조사를 하였다. 부모 참여 필요성과 실제 참여 정도의 차이를 알아보고 부모 참여의 의미, 내용, 요구, 활성화 방안을 조사하였다. 연구결과 시설장과 부모 모두 부모 참여 필요성은 높게 인식하는 반면 실제 참여는 낮다고 인식하였으며 특히 시설장은 부모 참여 유형에 있어 유아와 함께 활동하는 활동이나 행사 중심의 부모 참여는 부모들이 필요성에 비해 높게 참석하고 있다고 인식하는 것으로 나타났다. 전반적으로 시설장이 인식하는 것보다 부모들은 보육시설 운영 전반에 부모의 의견이 반영되어야 한다고 생각하고 있으며 부모 참여를 위한 활성화 방안에 있어서는 시설장의 요구가 높은 반면 부모들은 구체적으로 인식하고 있지 못하는 것으로 나타났다. 부모 참여의 의미, 이유, 활성화 원인에 있어 부모와 시설장간에 인식의 차이가 있는 것으로 나타났으며 이상의 결과를 토대로 보육시설의 부모 참여 활성화 방안을 제안하였다.

The purpose of this study was to investigate the difference of parent and director perception on parent involvement in child-care centers. For the study, a questionnaire on the parent involvement performance and demands of child-care centers was developed and sent to 162 child-care center directors and 2,000 parents in I city, Gyeonggi province. A total of 101 directors and 709 parents completed the questionnaire, which was analyzed by SPSS 11.0. The findings were as follows- : First, the study revealed that child-care center directors and parents generally highly perceived the necessity of parent involvement in daycare centers but lower implemented parents participation in reality. Second, parents argued that their opinions in regard to daycare centers, curricula, and interaction with children should be more actively involved than directors thought. Third, it was found that child care center directors demanded much more support in activated strategies for parent participation in day-care centers than parents perceived. Finally, based on our research, it was proposed that the meaning of parent participation generally changed to support children's good care and development with collaborative relationships between parents and day-care centers.

본 연구는 교육공동체 담론을 중심으로 핵심주체인 교사와 학부모가 능동적이며 적극적인 협력 관계를 발전시킬 수 있는 방안을 모색하였다. 이를 위해 바람직한 교육공동체의 4가지 특성-공유된 비전, 민주적 참여, 협력과 소통, 관계에서의 돌봄을 기반으로 우리 공교육에서의 교사-학부모 간 갈등의 원인과 실태를 분석했다. 그 결과, 교육공동체 가치를 실천하며 현재의 갈등을 상생의 협력관계로 변화시킬 수 있는 기제로 학부모의 교육관여(parent involvement) 활동의 중요성을 재확인하였다. 이어서, 교육관여의 개념과 영역, 참여 수준에 따른 학부모의 실태를 고찰했고 교육관여 동기에 영향을 미치는 요인들을 설명한 이론 및 선행연구 결과를 분석함으로써, 교사-학부모 관계에서 우리나라 학부모가 교육공동체의 주체로서 능동적이며 적극적으로 자녀 학교교육에의 관여를 실천할 수 있도록 돕는 다음 여섯 가지 개입 방안을 도출하였다. 구체적으로, 첫째, 교사-학부모간 쌍방향 의사소통의 증진, 둘째, 학교행정가의 중재 노력, 셋째, 학부모의 관여활동의 자율성 및 주도성 보강, 넷째, 교원양성기관에서부터 예비교사 대상 학부모와의 협력 시 경험하는 갈등과 대처에 대한 교육제공, 다섯째, 교사와 학부모 모두를 대상으로 한 교육공동체 기반 교육관여의 개념 및 중요성에 대한 교육, 여섯째, 지역사회와의 파트너십을 통한 자원의 공유와 확장 등이다.

The current study explores ways on how teachers and parents can develop active collaboration based on the discourse of educational community. Analyses on teacher-parent conflicts were conducted in light of four core values of desirable educational community; a) shared visions, b) democratic participation, c) collaboration and communications, and d) relational caring. Parent involvement was suggested as a practical vehicle for transforming current conflicts into sustainable and successful teacher-parent collaboration. Further, the present study examines areas and concepts regarding parent involvement, as well as, theories and prior studies on factors motivating parent involvement. Driven from the analyses, six intervention strategies were developed in order to help Korean parents participate into their children’s school education as independent and subjective members of educational community. Intervention strategies include the following: first, promoting dual and equal communication between teachers and parents; second, increasing school administrators‘ efforts for conflict mediation; third, respecting parental autonomy and uniqueness when participating into their children’s school education; fourth, providing education for teacher trainees on issues and coping strategies when collaborating with parents; fifth, emphasizing the significance of parental involvement activities reflecting core values of educational community; lastly, building partnerships among school(teacher), parents, and local community, which enhances mutual growth by sharing resources.

본 연구에서는 교육의 한 주체로서 부모의 역할에 초점을 두고, 학업성취도에 대한 가정환경의 영향을 부모의 교육관여가 매개하고 있는지를 분석하였다. 구체적으로 부모의 교육관여에 영향을 주는 가정환경배경을 분석하고, 부모의 교육관여가 자녀의 학업성취도에 미치는 영향을 평가하였다. 이를 위하여 부모의 교육관여를 자녀양육활동과 학교활동참여, 가정학습지원으로 정의하고(Epstein, 1987), ‘경기교육종단연구’ 3차년도 자료를 바탕으로 구조회귀모형을 적용하였다. 분석결과, 양부모가정일수록, 가구소득이 높을수록, 어머니 교육수준이 높을수록, 어머니 직업이 없는 경우 부모의 교육관여가 높았으며, 부모의 교육관여가 높을수록 학업성취도가 높았다. 즉 가정배경은 부모의 교육관여를 매개로 자녀의 성취도에 영향을 주었다. 이외에도 가정배경은 자녀의 학업성취도에 대해 직접적인 영향을 주는 것으로 나타났다. 부모의 교육관여가 학업성취도에 대한 가정배경의 영향을 매개한다는 것은 이후 교육격차 해소를 위한 교육정책을 수립하고 시행하는 데 있어서 부모의 참여를 높일 필요가 있다는 것을 시사한다.

A number of educational studies have reported a significant impact of the family background on academic achievement. Also, the role of parents as a subject of child education has been focused in the previous studies. In this study, we focused on the role of parents as a subject of education and analyzed whether parents' involvement mediates effects of family background on students’ academic achievement. For this purpose, parents' involvement was defined as parenting, school participation, and home learning support (Epstein, 1987), and the 3rd wave data from GEPS were analyzed using Structural Regression Model. The results highlighted the following outcomes. First, family with both parents, higher family income, higher level of mother 's education, and with full-time mom yielded to higher level of parental involvement, and higher level of parent involvement yielded to higher academic achievement. That is, family background influenced the achievement through parent involvement. family background had a direct impact on children’s academic achievement. This findings suggests that there is a need to increase parental involvement in establishing and implementing educational policies to close the educational gap.

본 연구에서는 부모의 학습에 대한 참여가 학령기 아동의 학교적응에 미치는 영향에 있어서 학습태도의 매개효과에 대해 살펴보고자 하였다. 육아정책연구소 한국아동패널 13차년도(2020년) 자료를 활용하여 빈도분석, 기술통계분석, 적률상관분석 및 구조방정식 모형분석을 실시하였다. 본 연구의 결과는 다음과 같다. 부모의 학습에 대한 참여는 아동의 학습태도에 유의미한 정적 영향을 주었다. 그리고 아동의 학습태도는 학교적응에 유의미한 정적 영향을 미치는 것으로 나타났다. 부모의 학습에 대한 참여는 아동의 학교적응에 직접적인 영향을 주고 있었고 동시에 아동의 학습태도를 매개로 하여 학교적응에 간접적인 영향을 주고 있었다. 따라서 부모의 학습에 대한 참여와 아동의 학교적응 간의 관계에서 아동의 학습태도는 부분매개 역할을 하고 있었다. 이를 통해 아동의 학교적응에 있어서 부모의 학습에 대한 참여 및 아동의 학습태도는 직, 간접적인 영향을 주고 있는 것을 알 수 있다.

The purpose of this study was to examine the effect of parent involvement in education and children’s learning attitude on school adjustment. The participants were 1,357 elementary school students(6th graders) and their parents, retrieved from the 13th year data of the Korean Children and Youth Panal(2020). The data were analyzed using the Structural Equation Modeling(SEM). The results of this study were as follows. First, parent involvement in education has a significant impact on children’s school adjustment. Second, parent involvement in education has a significant impact on children’s learning attitude. Third, children’s learning attitude has a significant impact on school adjustment. Fourth, the effect of parent involvement in education on children’s school adjustment was partially mediated by children’s learning attitude. The results of this study suggest as follows. The parent involvement in education and the learning attitude of children are significant factors that influence the school adjustment of children.