이 연구는 교육복지우선지원사업이 가정의 부정적 기능을 완화하는 효과가 있는지를 사회성과 학교적응에 초점을 맞추어 분석하였다. 연구진이 분석을 위해 사용한 자료는 한국교육개발원에서 교육복지우선지원사업의 종단적 효과 분석 연구(2009, 2010)에서 수집한 초등학생 3,261명의 자료이다. 교육복지우선지원사업은 저소득층을 비롯하여 가정 기능이 취약한 학생들이 가정의 불리함을 극복하도록 돕는 사업이다. 이 사업이 학생의 사회성과 학교적응에 미치는 가정의 부정적인 기능(부모의 부정적 기대, 가정돌봄결여, 가정폭력)의 영향력을 감소시키는지를 회귀 모형을 적용하여 상호작용 효과를 분석하였다. 분석 결과, 통계적으로 유의미한 사업의 주효과를 드러내기에는 어려움이 있었으나 교육복지우선지원사업과 가정의 부정적인 기능의 상호작용 효과를 부분적으로 확인할 수 있었다. 즉, 사업을 하는 학교에서 사회성에 대한 부모의 부정적인 기대의 영향력을 완화시키는 효과가 있음을 확인할 수 있었다.
This study analyzes whether or not the Education Welfare Priority Project (EWPP) has an effect on alleviating the negative function of families by focusing on students' adjustment to school life and the development of their sociability. This analysis uses data on 3,261 primary school students that were collected for “A Longitudinal Study on the Effects of Education Welfare Priority Project” (2009 and 2010). The EWPP is a project to help students of low-income brackets or students from dysfunctional families to overcome the weaknesses or disadvantages attributable to their families. Using the regression model, this paper analyzes whether the EWPP helps students overcome the negative effects from negative experiences in their families, such as parents' negative expectations, lack of care, and domestic violence. The analysis on interaction between the EWPP and negative experiences in students' families found that schools that implemented the EWPP, compared to schools that didn't implement the project, showed reduced effects on the students' sociability from parents' negative expectations.
This study analyzes whether or not the Education Welfare Priority Project (EWPP) has an effect on alleviating the negative function of families by focusing on students' adjustment to school life and the development of their sociability. This analysis uses data on 3,261 primary school students that were collected for “A Longitudinal Study on the Effects of Education Welfare Priority Project” (2009 and 2010). The EWPP is a project to help students of low-income brackets or students from dysfunctional families to overcome the weaknesses or disadvantages attributable to their families. Using the regression model, this paper analyzes whether the EWPP helps students overcome the negative effects from negative experiences in their families, such as parents' negative expectations, lack of care, and domestic violence. The analysis on interaction between the EWPP and negative experiences in students' families found that schools that implemented the EWPP, compared to schools that didn't implement the project, showed reduced effects on the students' sociability from parents' negative expectations.
