청소년기 집행기능 곤란 잠재프로파일 분석: 잠재프로파일에 따른 자기조절학습 차이 및 또래애착, 교사-학생 관계의 영향력 검증
Latent Profile Analysis of Executive Function Difficulties in Adolescents: Examining Differences in Self-Regulated Learning According to Latent Profiles and the Influence of Peer Attachment and Teacher-Student Relationships
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본 연구에서는 청소년기 집행기능 곤란 분류에 따라 자기조절학습이 동일하게 분류되는지 검증하고, 또래애착 및 교사-학생관계가 청소년기 집행기능 곤란의 집단변화를 예측하는지 확인하고자 하였다. 이를 위해 한국아동패널조사(Panel Study on Korean Children) 자료 내 집행기능 곤란, 자기조절학습, 또래애착, 교사-학생 관계 척도를 사용하였다. 이들 중 507명을 선정하여 연구분석을 실시하였다. 구체적으로 도출된 연구결과는 다음과 같다. 첫째, 청소년기 집행기능 곤란 수준에 따라 2개의 집단으로 분류되어 저수준 집행기능 곤란 집단, 고수준 집행기능 곤란 집단으로 명명하였다. 둘째, 집행기능 곤란 수준에 따라 자기조절학습 집단을 분류한 결과 2개의 집단으로 동일하게 분류되었다. 셋째, 또래애착 및 교사-학생 관계는 집행기능 곤란 집단변화를 예측하는 것으로 나타났다. 구체적으로 살펴보면, 또래애착 하위요인 중 의사소통 요인이 고수준 집행기능 곤란 집단의 특성변화를 가장 많이 예측하는 것으로 나타났다. 즉 또래와의 의사소통이 많아질수록 고수준 집행기능 곤란 집단에서 저수준 집행기능 곤란 집단으로 속할 확률이 가장 높아진다. 교사-학생관계 하위요인 중 친밀감 요인이 고수준 집행기능 곤란 집단의 특성변화를 가장 많이 예측하는 것으로 나타났다. 즉 교사와의 친밀감이 높아질수록 고수준 집행기능 곤란 집단에서 저수준 집행기능 곤란 집단으로 속할 확률이 가장 높아진다.
Abstract
This study aimed to examine whether self-regulated learning is categorized equally across categories of executive function difficulties in adolescence and whether peer attachment and teacher-student relationships predict group changes in executive function difficulties in adolescence. To this end, we used scales for executive function difficulties, self-regulated learning, peer attachment, and teacher-student relationships from the Panel Study of Korean Children. Among these individuals, 507 were selected for research analysis. The specific research results are as follows. First, the participants were classified into two groups based on their level of executive function difficulties during adolescence: low-level executive function difficulties and high-level executive function difficulties. Second, the self-regulated learning group was classified into two groups based on their level of executive function difficulties. Third, peer attachment and teacher-student relationships were found to predict changes in groups with executive function difficulties. Specifically, among the peer attachment subfactors, communication was found to be the most predictive of changes in characteristics of the high-executive function difficulty group. In other words, increased peer communication significantly increased the likelihood of transitioning from the high-executive function difficulty group to the low-executive function difficulty group. Among the teacher-student relationship subfactors, the intimacy factor was found to most significantly predict changes in the characteristics of the high-executive functioning difficulty group. In other words, as intimacy with the teacher increased, the probability of transitioning from the high-executive functioning difficulty group to the low-executive functioning difficulty group increased.