The Relationship among Perceived Social Support from Care Teacher, Internal Locus of Control, and School Adjustment of Institutionalized Children

시설보호 아동이 지각한 보육사의 사회적 지지와 내적 통제 성항 및 학교 적응

  • 권기남 (서울대학교 생활과학대학 아동·가족학과) ;
  • 유안진 (서울대학교 생활과학대학 아동·가족학과) ;
  • 민하영 (대구가톨릭대학교 사회과학부 아동학과)
  • Published : 2002.05.01


This study focused on the relationship among perceived social support from care teacher(institution staff), internal locus of control, and school adjustment of institutionalized children. This also examined the differences of perceived social support, internal thou of control, and school adjustment by gender and the duration in the institution. Participant were 119 fifth-and sixth-grade elementary school studens(58 boys, 61 girts). Perceived social support from care teacher, internal locus of control, and school adjustment were measured by self-reports of institutionalized children. The data were analyzed, in SPSS Win program, by Cronbach's α, T-test, Pearson Correlations, Simple Regression, Hierarchical Multiple Regression. As expected, results confirm that perceived social support was associated positively with internal locus of control and school adjustment. further, perceived social support also exerts indirect effects on school adjustment, mediated by internal locus of control. However, none of these variables differed by gender and the duration in the institution.



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