• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• 제23권1호
• /
• pp.23-30
• /
• 2012

Objectives : This study was conducted to investigate the prevalence of victims of bullying and the demographic characteristics of victims, and their related psychopathology, in a Korean nationwide sample of youths in middle and high school over a one month period. Methods : During the autumn of 2009, students in the 7th to 12th grades at 23 secondary schools participated in a nationwide, cross-sectional study. The study subjects completed the Adolescent Mental Health and Problem Behavior Screening Questionnaire-II (AMPQ-II) and Symptom Checklist-90-Revision (SCL-90-R). Based on the data acquired, descriptive statistics, correlation coefficients and multiple logistic regression analysis were performed. Results : Among the 3364 participants, 2272 (67.54%) completed the questionnaire. The prevalence of victimization was 28.9%. Male gender was positively associated with victimization, and grade level was negatively related to victimization. The AMPQ-II bullying score (Factor 4) was significantly (p<.001) and positively correlated to the AMPQ-II student total score (r= 0.50), Worry and thought (Factor 1 ; r=0.38), Mood and suicide (Factor 2 ; r=0.31), Academic and Internet-related problems (Factor 3 ; r=0.24), Rule violations (Factor 5 ; r=0.23), and AMPQ-II teacher total score (r=0.11). Somatization (r=0.23), Obsessive-compulsive behavior (r=0.24), Interpersonal sensitivity (r=0.30), Depression (r=0.33), Anxiety (r=0.26), Hostility (r=0.30), Phobic anxiety (r=0.22), Paranoid ideation (r=0.36), and Psychoticism (r=0.31) results from the SCL-90-R were also found to be positively related to the AMPQ-II bullying score, and remained significant after adjusting for age and gender. A total of 26% of the victims reported suicidal ideations as compared to 9% of non-victims over the month prior to the evaluation ($x^2$=119.595, df=1, p<.001). The multiple logistic regression analysis indicated that the AMPQ-II bullying score significantly increased the risk of suicidal ideation [Exp(b)=1.55, df=1, p<.001] after adjusting for age and gender. Conclusion : School bullying was highly prevalent among Korean middle and high school students. This study provided strong evidence that suicidal ideation and psychopathology were serious problems among the victims of bullying.

• 한국보건간호학회지
• /
• 제3권1호
• /
• pp.74-100
• /
• 1989

Inspite of the lots of studies on the harmfulness of cigarette smoking to the body published by many researchers since 1950, cigarette smoking people are increasing in number especially, cigarette smoking by young and women causes a serious problem. Examining the physiological motives of youth shows that, impulse which the youth want to immitate the adults, alluring curiousity, and defiant physiology of escaping from the norm of traditional groups which has been banned are cooperated well compoundly. As the period of the youth is the one which they accumulate knowledge and charactor by learning as well as the period of growth mentally, and physically they should be rightly educated about smoking before they addicted to smoking and it is desirable for us to make the youth to understand how harmfully the smoking is to effect to their growth and mental soundness simply not as a social norm which they should not smoke. The main motive of this study on the attitude of smoking by the youth is to give basic materials related on this field. For this study, 647 questionnaires were used as studying material which were able to analyze among 720 questionnaires of 2 classes of each grade of 3 high schools among the high schools of boys, girls and co-educated in Seoul from Oct. 21, 1988 through Oct. 26, 1988. Study Instrument are graded in Likert's 5 point from 40 questions which are 20 questions m affirmations and 20 questions in negations after analyzing the factors on 60 simple sentence questions which the students showed in preliminary studies. And these are systemized to be measured from 1 point which means they think smoking IS very bad to 5points which means they think smoking is really good. In these collected materials, technical statistics of frequency. percentage, average, standard deviation are used for general character and smoking attitude, $X^2-test$ for examinning Independant variables of physical. emotional, ethical and other areas pearson's coefficient of correlation for related direction and degree" and step­regression analysis for the degree of relative contribution of all variables which effect smoking attitude. The results of this study are as follows; 1. The smoking attitude of high school boys and girls showed average of 1.78 in physical area, 2.63 in emotional area, 2.61 in ethical area, 2.29 in other area respectively in a negative attitude generally also the negative attitude are expressed most strongly in physical area. I've can also say by this results that smoking is harmful to their health and further more it can be judged that this proves the youth in the period of preparation be adults have a strong curiousity in the emotional, ethical and other areas. 2. The most influential variables in each field as related factors effecting smoking attitude of the student can be explained from 13.2 in physical area the lowest experienced variables to 25.2 in emotional area the highest of degree of smoking experience. The fact that the more the smoking experienced students are increasing in number the higher tendency which accept the' smoking tells as the importance of health education about the population of latest student's smoking as important variables shown equally in each area. Those of grade, age, numbers of smoking people in house are showed meaningful in pure interrelation. Those related to the acceptance of teacher's smoking, sex, mothors education are shown meaningful in opposite interrelations. This means that the' increasing number' of smoking people in grade age, the number of smoker in family have a affirmative attitude. And people who are not interested in teacher's smoking wants to quit it, and whose mother's education is higher have a negative attitude. 3. The most negatively answered questions of the smoking attitude In physical, emotional, ethical and other areas are as belows; Firstly too much smoking is harmful to our health is 1.12 point. Secondly smoking have a ill-effect on pregnancy and embryo is 1.13 point. Thirdly smoking is harmful· to our health is 1.27 point. Fourthly smoking in crowed area with the people such as In a bus or subway should be prohibited is 1.27point. Fifthly smoking can ruin lungs is 1.31 point. And the most affirmatively answered questions are also as below; Firstly we showed smoke depending on time and place is 3.96 points. Secondly smoking is just habit is 3.83 points. Thirdly smoking people seem to be unable and deplorable is 3.69 point. Fourthly smoking should be prohibited by law is 3.56 points. Fifthly high school student's smoking is immitation of adults is 3.52 points.

• 정신신체의학
• /
• 제23권2호
• /
• pp.86-92
• /
• 2015

연구 목적 본 연구는 국내 초등학생 및 중학생을 대상으로 직접적 공격성과 관계적 공격성의 성별간 차이를 알아보고자 하였다. 연구 방법 946명의 초등학생($9.54{\pm}1.72$세, 남아 485명, 여아 461명)의 경우 부모 보고를 통해 K-CBCL를 시행하였다. 중학생의 경우 603명의 대상자가($13.98{\pm}0.93$세, 남아 301명, 여아 302명) 자가보고를 통해 K-YSR를 시행하였다. 성별간 공격성 차이를 확인하기 위해 독립표본 t 검정 및 교차 분석(chi-square test or Fisher's exact)을 시행하였다. 연구 결과 초등학생의 경우 남학생이 여학생에 비해 유의미하게 직접 공격성의 T-score가 높았으며(p<0.001) 관계 공격성에서는 유의미한 차이가 나타나지 않았다(p=0.235). 중학생의 경우 직접적 공격성과 관계적 공격성 모두에서 유의미한 차이가 관찰되었는데, 직접 공격성의 경우 남학생이 여학생보다 유의미하게 높았고(p=0.00 ; p<0.000), 관계 공격성의 경우 여학생이 남학생보다 유의미하게 높게 나타났다(p=0.017 ; p<0.001). 결 론 본 연구는 한국의 초등학생 및 중학생에서 성별 간 공격성 하위 요인의 차이가 존재함을 시사하고 있다. 이러한 성별 간 차이가 향후 아동 청소년 공격성의 예방 및 개입 방향 수립에 고려되어야 할 것으로 생각된다.

• 인간행동과 음악연구
• /
• 제4권2호
• /
• pp.1-17
• /
• 2007

청소년기는 성장과 발달의 과도기적 단계로 모든 영역에서의 발달과 새로운 역할 수행, 학업수준의 향상으로 인한 부담감 등 커다란 변화를 겪게 된다. 이 시기의 청소년은 발달 과제를 해내지 못하거나 변화로 인한 좌절이나 갈등을 반복하는 경우 스트레스와 우울 같은 심리적 어려움을 토로하게 되고, 성숙한 대처를 못하거나 극복하지 못하는 경우 우울이나 불안 같은 정신장애를 얻기도 한다. 오늘날 현대 사회의 청소년을 위한 실질적인 정신건강이나 정신장애에 대한 대응과 예방은 미비하며, 이에 청소년을 위한 상담이나 심리치료 프로그램의 개발이 절실히 요구되고 있다. 그러므로 본 연구에서는 우울 성향을 가진 여중생에게 블루스 음악형식을 활용한 자기효능감 증진 연주활동을 시행하여 참여자들의 우울과 자기효능감에 대해 미치는 영향과 대상자들이 연주를 통해 어떠한 경험을 했는지에 대해 살펴보고자 하였다. 연구 참여자는 서울시 소재 D중학교 1학년에 재학 중인 여자 중학생 3명으로 연구자가 70여명의 학생들에게 아동우울척도(CDI)와 자기효능감척도 검사를 실시하여 선별한 여학생들이다. 실시된 10회기의 연주활동은 3단계로 나누어지는데, 1단계에서는 자기소개와 라포형성, 블루스 음악소개와 블루스 음악형식 연주를 통한 활동에 대한 흥미 유발을 목표로 진행하였다. 2단계에서는 블루스 음악에서 자주 볼 수 있는 특징적인 부분인 부점, 셋잇단음표, 엇박자를 활용한 블루스 음악형식을 연주해 익히고, 5회기 동안 각 회기에서 수행하는 음악과제의 난이도를 달리하여 음악연주과제(즉흥연주 포함)를 수행하도록 하였다. 3단계에서는 전 단계에서 배워 연주했던 곡들을 정리하고 각 대상자들이 곡을 선택하거나 새로운 곡을 창작하여 연습한 뒤 음악연주 발표시간을 가짐으로써 완수경험의 극대화로 음악연주에 대한 경험을 확장하는 시간으로 활용하고자 하였다. 연구결과는 첫째, 연주활동에 참여한 참가자들의 우울 점수는 유의미한 차이를 보이진 않았으나 우울과 자기효능감이 부적상관관계가 있음을 볼 수 있었다. 둘째, 연주활동에 참여한 참가자들의 자기효능감에 미친 영향으로는 자기효능감의 세 가지 하위영역 중 과제난이도선호에서 유의미한 차이를 보여주었다. 셋째, 연주활동에 참가자들의 음악연주에 대한 자기효능감의 세 가지 하위영역 중 과제난이도 선호에서 유의미한 차이를 보여주었다. 넷째, 사후 인터뷰 질문지의 내용과 대상자들의 각 회기 세션 내용을 질적으로 서술하고 분석해 본 결과 대상자들은 블루스 음악형식 연주활동을 통해 과제난이도를 달리하여 연주활동을 했을 때, 자신감을 경험하고 긍정적인 정서를 경험했으며 대상자들에게 의미 있는 경험이었다는 것을 알 수 있었다. 마지막으로 본 연주활동의 효과와 대상자들의 음악경험의 결과와 의미를 볼 때에 블루스 음악형식을 활용한 연주활동이 치료적인 중재 도구로서의 가능성이 있음을 시사한다.

• 한국산학기술학회논문지
• /
• 제15권10호
• /
• pp.6150-6157
• /
• 2014

본 연구에서는 중고등학생들의 BMI(Body Mass Index) 그룹에 따른 자신에 대한 인식정도, 학교생활 스트레스정도, 심리적 정도 등 요인과 연관성을 연구하였다. '2010 한국 청소년 건강 실태조사' 연구결과 데이터 7,187명을 이용하였다. BMI 그룹이 20미만인 저체중그룹, BMI가 20-24인 정상그룹, BMI가 25-29인 과체중그룹, BMI가 30이상인 비만그룹으로 구분하였다. 흡연을 해본 경험을 조사한 결과 저체중 BMI그룹은 592명 17.2%, 정상체중 BMI 531명 18.4%, 과체중 BMI 108명 21.8%, 비만 BMI 24명 25.8%가 흡연 경험이 있다고 조사되었다(p=0.016). 자신에 대한 만족도는 정상체중 BMI 그룹은 $14.24{\pm}3.15$점, 과체중 BMI 그룹은 $13.67{\pm}3.13$점, 비만 BMI 그룹은 $12.84{\pm}3.72$점으로 정상체중 그룹일수록 자신에 대한 만족도가 컸다(p=0.005). 학교생활은 저체중 BMI 그룹은 평균 $33.57{\pm}5.76$점, 정상체중 BMI 그룹은 $33.45{\pm}5.50$점, 과체중 BMI 그룹은 $33.12{\pm}5.34$점, 비만 BMI 그룹은 $32.21{\pm}7.43$점으로 나타났다(p=0.044). 이와 같이 사회적인 부적응 현상까지 발생시키고 있어 청소년 시기에 적절하고 효과적으로 신체적 관리가 될 수 있도록 하고 이와 함께 정신적 건강도 증대 될 수 있도록 산학관이 유기적인 체계 속에서 관리 및 운영해 나가야 할 것이다.

• 정신신체의학
• /
• 제30권1호
• /
• pp.46-53
• /
• 2022

연구목적 이 연구는 전국 온라인 설문 조사인 2018 청소년 건강 행태 조사의 데이터를 분석하여 청소년의 치통과 자살 생각의 연관성을 평가하고자 하였다. 방 법 국내 중·고등학생 62,823명을 대상으로 하였으며, 치통과 자살생각을 포함한 건강 행태에 대한 온라인 자가 보고형 설문 조사에 60,040명이 참여하였다. 다중 로지스틱 회귀 분석을 시행하여 치통과 자살 생각 사이의 관계를 분석하였다. 결 과 자살 생각을 보고한 한국 청소년의 비율은 13.3%이었고, 치통을 경험한 청소년의 비율은 23.4 %였다. 치통을 경험하지 않은 청소년과 비교할 때, 치통을 경험한 청소년이 자살 생각을 경험할 확률이 높았다(OR=1.94, p<0.001). 다중 로지스틱 회귀 모델에서 치통과 자살 생각(AOR=1.24, p<0.001) 의 연관성은 통계적으로 유의하였다. 결 론 한국 청소년의 치통은 사회 인구 통계학적 요인 및 기타 신체적 정신적 건강 요인을 고려해도 자살 생각 증가와 연관되었다. 우울감을 동반한 치통환자의 진료에 있어 자살 위험성의 선별검사가 고려되어야 한다.

• 한국지역사회생활과학회지
• /
• 제17권4호
• /
• pp.81-95
• /
• 2006

This study was made to find out how stress affect on nutrition status of the college freshmen who were experiencing physical growth and development as well as drastic emotional change. 400 male and female freshmen in 4 year colleges were surveyed respectively through the health check-up procedure for college entrance in February, In order to find out the stress in each group frustration, deprivation, lack of self efficacy, type A behavior and anxiety response were surveyed through 10 questions with total 40 points by assigning 4 points for each question. Diet Status was expressed by DDS (Dietary Diversity Score by 5 food groups) and DVS(Dietary Variety Score). 24-hrs recall method was used to find out the quantity of daily nutrient of EAR(estimated adquacy ratio) by KDRIs(Korean Dietary Recommended Intakes). Nutrition level was analyzed by Can-Pro for professionals (Korea Nutrition Association). And for the quality intake, percentage was calculated and MAR(Mean Adequacy Ratio) were produced. Highest point was obtained in the stress of anxiety with the total 40 score of 30.20, and the scores were 29.79, 28.67, and 28.39 for deprivation, type A behavior and frustration respectively. There was no difference of blood components in accordance with stress type. Stress type was divided into less sensitive group and highly sensitive one and the relationship with the blood nutrient status was observed. The difference of blood component and blood pressure in sensitive and highly sensitive groups was observed in deprivation and anxiety. The index of blood pressure(p<0.05), hemoglobin(p<0.01), HDL-cholesterol(p<0.05), and Fe(p<0.05) was high in the deprivation of sensitive group. Blood pressure and hemoglobin was high in type A of sensitive group(p<0.05). And the contents of blood triglyceride was high in the anxiety of sensitive group(p<0.001) The result of nutrition intake analysis according to stress type showed that there was low intake for energy, riboflavin, and niacin. When the degree of deprivation was high there was a lack of riboflavin intake and there was no significant difference of nutrition intake in lack of self efficacy, type A behavior and anxiety response. Thus, it is necessary for colleges to educate the students to maintain mental stability through various programs and activities after catching a kind and extent of the stress college students we meeting with like the confusion of value system, open heterosexual relationship, and the employment difficulties linked with political uncertainty and economic recession.

• 디지털융복합연구
• /
• 제18권1호
• /
• pp.379-387
• /
• 2020

본 연구는 부모의 이혼 여부와 부부갈등에 따른 대학생들의 심리적 적응에 대하여 알아보고자 하였다. 이에 대학생들의 심리적 적응은 정신건강, 커플관계탄력성, 부모자녀관계와 자아분화를 통하여 비교하였고, 부모의 이혼과 부부갈등에 따른 차이를 알아보기 위하여, 이혼을 하지 않은 부모들은 고갈등부모와 저갈등부모 자녀집단으로 나누어 이혼부모 자녀집단과의 차이를 비교하였다. 이를 위해 전국 7개 지역에 위치한 4년제 14개 대학교에 재학 중인 대학생 1753명을 대상으로 자료를 분석하였다. 통계 방법은 빈도분석과 t-검증, 상관분석, ANOVA를 실시하였다. 분석결과, 첫째 부모의 이혼여부에 따른 대학생들의 심리적 적응을 살펴보면, 대학생들이 지각한 부모의 부부갈등은 부모가 이혼한 집단의 대학생들에게서 더 높게 나타났고, 부모자녀관계와 자아분화는 이혼하지 않은 부모의 대학생들에게서 더 높게 나타났다. 정신건강과 커플관계탄력성은 부모의 이혼여부에 따른 유의한 차이가 나타나지 않았다. 둘째. 부모자녀관계를 제외한 모든 변인에서, 이혼은 하지 않았지만, 부모의 부부갈등이 높은 집단의 대학생들이 가장 심리적인 적응의 어려움을 많이 경험하고 있는 것으로 나타났다. 따라서 본 연구는 부모의 이혼 자체보다는 부모의 부부갈등이 자녀의 심리적 적응과 더 밀접한 관련이 있음을 시사한다.

• 대한간호학회지
• /
• 제4권2호
• /
• pp.1-16
• /
• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.

• 디지털융복합연구
• /
• 제18권10호
• /
• pp.325-334
• /
• 2020

본 연구의 목적은 청소년의 부모, 또래 및 교사와의 애착, 우울 및 자아개념 정도를 조사하고 이들 변인이 자아개념에 미치는 영향 정도를 파악하기 위한 것이다. 연구방법은 서술적 조사연구로 G도에 위치한 중학교에 재학중인 2,3학년 학생을 대상으로 설문조사를 시행하였으며 모두 137명이었다. 수집된 자료는 SPSS/WIN 22.0 program을 이용하여 독립표본 t-test, one-way ANOVA, Pearson's correlation, multiple stepwise regression으로 분석하였다. 연구결과 일반적 특성에 따른 차이는 대상자의 성적이 높을수록 부모애착(F=13.878, p<.001), 또래애착(F=7.431, p=.001), 교사애착(F=7.425, p=.001), 우울(F=13.241, p<.001) 및 자아개념(F=13.136, p<.001) 모두 통계적으로 유의한 차이가 있었다. 연구변수들 간의 상관관계에서는 자아개념은 부모, 또래 및 교사애착과 양의 상관관계, 우울과는 음의 상관관계를 보였다. 자아개념에 영향을 미치는 요인은 우울이었으며 설명력은 61%로 높았다. 따라서 향후 청소년 정신건강의 주요 문제가 되고 있는 우울을 중재함으로써 긍정적 자아개념이 형성될 수 있도록 하는 자아개념 프로그램 개발이 필요하다.