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청소년들의 아르바이트 경험이 지속적으로 증가하는 가운데, 본 연구는 이들의 아르바이트 경험 특성이 어떠한 과정을 거쳐 학교적응 수준에 영향을 미치게 되는지 분석하고자 하였다. 정체성 갈등 이론에 근거하여 주당노동시간, 노동부담, 스트레스적 노동경험이라는 세 가지 주요 노동특성 변인을 추출한 뒤, 이러한 특성이 노동학업간 갈등과 심리정서적 문제를 매개로 하여 학교적응 수준에 이르는 과정을 파악하기 위해 구조방정식을 활용하였다. 분석결과 세가지 노동특성 변인은 모두 노동학업간 갈등을 매개로 하여 학교적응 수준에 부적 영향을 미치는 것을 확인할 수 있었으며, 주당 노동시간은 직접적으로도 학교적응 수준에 부정적 영향을 미치는 것으로 나타났다. 이러한 결과는 주당 노동시간, 노동부담, 스트레스적 노동경험을 줄이기 위한 제도적 규제가 필요하며, 노동이 학업과 갈등을 일으키지 않고 조화를 이룰 수 있도록 학교사회복지와 같은 학교내 서비스 방안이 마련되어야 함을 뒷받침한다.


The purpose of this study is to investigate the relationships among characteristics of adolescent part-time work experience, labour-study conflict, socio-emotional problem and school adjustment. It was especially focused on the relationship between the labour-study conflict and school adjustment among part-time work students. The structural equation model was employed for analysis. The theoretical model was established based on previous research related identity conflict theory and work hours per week, work burden and stressful work experiences are set as independent variables. Data came from survey which was done by each one class from first and second grade of fifteen high schools located in Seoul, and 201 questionnaires of returned were used for analysis. The results of the structural equation model were congruent with the theoretical expectations. In the most appropriate model which had a good model fit, the relationship between characteristics of part-time work and school adjustment was mediated by labour-school conflict and socio-emotional problem. And it was found that the work hours per week impacted on school adjustment directly. In conclusion, various theoretical and practical implications for social work practice focusing on the part-time work students were discussed. Enforcement of regulation and revision of current law and various ways for reducement of labour-school conflict like school social work are needed.