The Journal of the Convergence on Culture Technology (문화기술의 융합)

The International Promotion Agency of Culture Technology (국제문화기술진흥원)
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The Mediating Effect of Ego Resilience in the Relationship between Children's Academic Stress and School Adjustment

아동의 학업 스트레스와 학교 적응간의 관계에서 자아탄력성의 매개효과

  • Jeong Yeong Mi (Dept. of Child Care & Welfare, Gyeongnam Geochang Univ)
  • 정영미 (경남도립거창대학, 아동보육복지과)
  • Received : 2023.01.17
  • Accepted : 2023.03.08
  • Published : 2023.03.31
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Abstract

The purpose of this study was to examine the effect of children's academic stress on school adaptation and to verify whether ego-resilience plays a mediating role in the relationship between academic stress and school adaptation. Based on the data from the 12th year of the Korean Children's Panel (2019), the general characteristics of the main subjects and the mean, standard deviation, skewness and kurtosis of the main variables were confirmed through basic statistical analysis, and correlation analysis was conducted between variables. In addition, to examine whether ego-resilience mediated the effect of academic stress on school adaptation, a three-step regression analysis was conducted following the procedure of Baron and Kenny. The results of this study were as follows. First, it was found that children's academic stress, school adaptation, and ego resilience were all significantly correlated. The higher the academic stress, the lower the ego-resilience and school adaptability. Second, it was confirmed that ego-resilience has a partial mediating effect in the relationship between children's academic stress and school adjustment. Ego resilience in the academic stress situation means that it acts as an important mediating factor to flexibly adapt to school life by objectively grasping and coping with the stress situation. Therefore, we need to recognize the need for flexible and resilient individual characteristics so that children can reduce academic stress and adapt well to school life, and seek active interest and intervention plans.

본 연구는 목적은 아동의 학업 스트레스가 학교 적응에 미치는 영향을 살펴보고, 학업 스트레스와 학교 적응 간의 관계에서 자아탄력성이 매개 역할을 하는지 검증해 보고자 하였다. 한국아동패널 12차년도(2019년) 자료를 토대로 기초통계분석으로 주요대상자의 일반적 특성, 주요변인의 평균, 표준편차, 왜도 및 첨도를 확인하였고 변인 간 상관분석을 실시하였다. 또한 학업 스트레스가 학교 적응에 미치는 영향에서 자아탄력성이 매개하는지 살펴보기 위해 Baron과 Kenny의 절차를 따라 3단계 걸친 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 아동의 학업 스트레스, 학교적응, 자아탄력성은 모두 유의미한 상관이 있는 것으로 나타났다. 학업 스트레스가 높을수록 자아탄력성과 학교적응력이 낮아졌다는 것을 의미한다. 둘째, 아동의 학업 스트레스와 학교적응 간의 관계에서 자아탄력성은 부분 매개 효과가 있는 것으로 확인 되었다. 학업 스트레스 상황에서 자아탄력성은 스트레스 상황을 객관적으로 파악하고 잘 대처하게 해 줌으로써 학교생활에 유연하게 적응해 나가게 하는 중요한 매개변인으로 작용한다는 것을 의미한다. 이에 우리는 아동이 학업 스트레스를 줄이고 학교생활에 잘 적응할 수 있도록 융통성 있는 탄력적인 개인의 특성이 필요함을 인식하고 적극적인 관심과 개입방안 마련을 모색할 필요가 있겠다.

Keywords

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