Journal of the Korea Convergence Society (한국융합학회논문지)

Korea Convergence Society (한국융합학회)
권호 표지
DOI QR코드

DOI QR Code

The influence of Perceived Parental reject on the School Adjustment: Mediating effect of Aggression and Social anxiety

아동이 지각한 거부·제재 양육이 학교적응에 미치는 영향: 공격성과 사회불안의 매개효과

  • Kim, Yeonsoo (Department of Counseling Psychology, Jeonju University) ;
  • Kim, Sucheung (Humanities Social Research Institute, Catholic University of Korea)
  • 김연수 (전주대학교 상담심리학과) ;
  • 김수정 (가톨릭대학교 인문사회연구소)
  • Received : 2019.11.11
  • Accepted : 2020.02.20
  • Published : 2020.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of the study was to investigate the relationship among children's perception of parenting style, their social anxiety, aggression, and school adjustment. A total of 267 children(male 117, female 150) and 10 homeroom teachers participated. Each child completed questionnaires on perception of parenting style, and social anxiety. Children's aggression and school adjustment was measured by their homeroom teachers' reports. The results of the structural equation model showed that children's perception of parenting style high in rejection and control significantly influenced aggression as well as school adjustment, but didn't influence social anxiety. Both parenting style high in rejection and control and aggression had significant effect on school adjustment. Our results showed that parenting style high in rejection and control directly influenced school adjustment, and mediated by their aggression.

본 연구의 목적은 아동이 지각한 부모의 거부·제재 양육이 학교적응에 영향을 미치는 경로에서 아동의 공격성 및 사회불안과 어떤 직접적, 간접적 연계성을 보이는 가를 탐색하는 데에 있다. 연구대상은 초등학교 4학년 아동 267명(남 117명, 여 150명)과 그 담임교사로 설정하였다. 거부·제재 양육과 사회불안은 아동의 자기보고를 통해 측정하였으며 공격성과 학교적응은 아동의 담임교사들의 보고를 통해 측정하였다. 각 변인들이 학교적응과 지니는 직간접적인 연계성을 알아보기 위해 구조방정식모형을 통해 검증하였다. 그 결과 거부·제재 양육은 공격성에는 정적인 영향을, 학교적응에는 부적인 영향을 미쳤다. 또한 거부·제재 양육은 공격성을 매개로 하여 학교적응에 간접적으로 영향을 미쳤다. 본 연구의 결과를 통해 아동이 지각한 거부·제재 양육은 아동 후기 학교 적응에 직접적으로 관여될 뿐 아니라 공격성을 통해 간접적으로도 영향을 미치는 주요한 변인임을 확인하였다.

Keywords

References

  1. G. W. Ladd, B. J. Kochenderfer & C. C. Colemam. (1996). Friendship Quality as a predictor of young children's early school adjustment. Child Development, 67(3), 1103-1118. https://doi.org/10.1111/j.1467-8624.1996.tb01785.x
  2. Y. Yi & E. Jun. (2019). Exploring variables affecting school adjustment in first grade elementary students: Focused on mother's employment, home environment, and children's executive function difficulty. Korean Journal of Child Care and Education Policy, 13(1), 101-121. https://doi.org/10.5718/KCEP.2019.13.1.101
  3. G. W. Ladd & W. Troop-Gordon. (2003). The role peer difficulties in the development of children's psychological adjustment problems. Child Development, 74(5), 1344-1367. https://doi.org/10.1111/1467-8624.00611
  4. S. Kim, Y. Jeong & H. Park. (2018). The Influence of Perceived Parental Conflict on the School Adjustment of elementary school children: Mediating effect of Parenting style, Rumination and Social Anxiety. The Korean Journal of Developmental Psychology, 31(4), 21-41.
  5. Y. Oh & H. Moon. (2013). Effects of Maternal Employment, Child's Internet Immersion, Resilience and Parent-Child Relationships on Their School Life Adjustment. Korean Journal of Human Ecology, 22(6), 559-569. https://doi.org/10.5934/kjhe.2013.22.6.559
  6. C, J. Chang & H. W. Yang. (2007). Structural equation modeling about parents-child relationship, children's depression, aggression, and school adjustment. Studies on Korean Youth, 18(2), 5-29.
  7. M. Garton & I. Morrison. (2000). Concluding comments. Transfer and transition: The next steps. International Journal of Educational Research, 33(4), 443-449. https://doi.org/10.1016/S0883-0355(00)00027-6
  8. D. Stipek, R. Feiler, R, Byler, S. Milburn & J. Salmon. (1998). Good beginnings: What difference does the program make in preparing young children for school? Journal of Applied Developmental Psychology, 19, 41-66. https://doi.org/10.1016/S0193-3973(99)80027-6
  9. N. Kim & J, Kim. (2011). The Relationship between Student-Teacher Attachment Relationship and Academic Achievement mediated by Basic Psychological Needs and Academic Engagement: Differences in the Meaning and Roles of Teacher Support and Student-Teacher Attachment Relationship. The Korean Journal of Educational Psychology, 19(1), 763-789.
  10. M. R. Reyes, M. A. Brackett, S. E. Rivers, M. White & P. Salovey. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. https://doi.org/10.1037/a0027268
  11. H. Kim. (2015). A Study on the Teacher Student Relationship, Student's Ego Resilience and Adjustment to School-Life of Students. The Journal of Elementary Education Studies, 22(1), 49-71.
  12. H. Bae & C. Huh. (2019). Differences in School Adjustment to First Grade according to Latent Profiles of Home Environments. Korean Journal of Child Care and Education Policy, 13(1), 75-99. https://doi.org/10.5718/KCEP.2019.13.1.75
  13. S. Kim, S. Lee, Y. Koo & K. Lee. (2016). Children's School Adjustment: The Mediating Role of Parental Efficacy. The Korean Journal of the Human Development, 23(4), 139-154.
  14. S. Choi & M. Yoo. (2019). The Concurrent and Lagged Effects of Parental Neglect and Abuse on Longitudinal Changes in Late Childhood School Adjustment. The Korean Journal of School Psychology, 16(1), 1-15. https://doi.org/10.16983/KJSP.2019.16.1.1
  15. S. Park & C. Yoon. (2013). The effects of personal and family variables on the school adjustment of 6th and 9th grade Korean students. Studies on Korean Youth, 24(3), 147-169.
  16. M. Ki & M. Kim. (2014). The relationship between Maternal Overprotection, Children's Ego-resilience and School Life Adjustment: Focused on 4th, 5th and 6th Grades of Elementary School Students. Journal of School Social Work, 29, 585-612.
  17. S. Kim. (2011). Change in Aggression, Internalizing Problems and the Effects of Early Protective Factors: focusing on 4th grade to 8th grade. Korean Journal of Child Welfare, 9(1), 39-66.
  18. M. Min. (2018). Structural relationships among maternal psychological factors, positive parenting behaviors, children's self-esteem, and school adjustment : Multigroup analysis across gender. Early Childhood Education and Care, 13(4), 101-126.
  19. A. E. Awoyemi & D. O. Dombo. (2016). Influence of parenting styles on psychological well-being and school adjustment of secondary school adolescents in Bayelsa state, Nigeria. IFE PsychologIA: An International Journal, 24(2), 10-16.
  20. E. M, Hakvoort, H. M. Bos, F. Van Balen & J. M. Hermanns. (2010). Family relationships and the psychosocial adjustment of school-aged children in intact families. The Journal of Genetic Psychology, 171(2), 182-201. https://doi.org/10.1080/00221321003657445
  21. W. A. Arrindell, M. G. T. Kwee, G. Methorst, J. Van Der Edne, E. Pole & B. J. M. Moritis. (1989). Perceived parental rearing style of agoraphobic and socially phobic inpatient. British Journal of Psychiatry, 155, 526-535. https://doi.org/10.1192/bjp.155.4.526
  22. M. Kim. (2003). The relations between children's perception of parental child rearing behaviors and their behavior problems. Master's Thesis. Yonsei University. Seoul, Korea.
  23. L. R. Alink et al. (2009). Maternal sensitivity moderates the relation between negative discipline and aggression in early childhood. Social Development, 18(1), 99-120. https://doi.org/10.1111/j.1467-9507.2008.00478.x
  24. A. Skinner et al. (2014). Neighborhood danger, parental monitoring, harsh parenting, and child aggression in nine countries. Societies, 4(1), 45-67. https://doi.org/10.3390/soc4010045
  25. S. Kim & Y. Jeong (2019). Exploring Rumination in childhood: On Parental Conflict, Parenting Style, and Social Anxiety. The Korean Journal of the Human Development, 26(2), 59-76.
  26. J. Choi, K. Moon, H. Ahn, K. Hong, J. Kim, E. Choi & J. Park. (2018). Differences in Self-reported and Peer nominated Aggression Groups in School Adjustment and Psychological Characteristics. The SNU Journal of Education, 27(3), 29-51.
  27. Y. Park & O. Chung. (1996). Parental Child-rearing, Behavior, children's Sibling relationships and Children's Self-Esteem. Korean Journal of Child Studies, 17(1), 189-212.
  28. A. Raine et al. (2006). The reactive-proactive aggression questionnaire: Differential correlates of reactive and proactive aggression in adolescent boys. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(2), 159-171. https://doi.org/10.1002/ab.20115
  29. A. M. LaGreca. (1998). Manual for the social anxiety scales for children and adolescents. Miami, FL: Athhor.
  30. H. Moon & K. Oh (2002). A Validation Study of the Korean Social Anxiety Scale for Children and Adolescents. The Korean Journal of Clinical Psychology, 21(2), 429-443.
  31. J. Lee. (2000). A Study on Students' School Adjustment by the Communication Types of a Classroom Teacher in Elementary School. Master's Thesis. Graduate School of Education Busan National University of Education, Busan.
  32. S. Hong. (2010). The Criteria for Selecting Appropriate Fit Indices in Structural Equation Modeling and Their Rationales. The Korean Journal of Clinical Psychology. 19(1), 161-177.
  33. S. Kim & K. Kwak. (2012). Exploring the Relationship among Variables Related to the School Adjustment of Grade 1 and 2 according to Parental Income: Parenting Efficacy, Self Concepts, and Prosocial Behaviors. The Korean Journal of the Human Development, 19(3), 85-105.
  34. M. B. Stein, J. R. Walker & D. R. Forde. (1996). Public speaking fears in a community sample: Prevalence impact on functioning and diagnostic classification. Archives of General Psychiatry, 53, 169-174. https://doi.org/10.1001/archpsyc.1996.01830020087010