초기 학교적응과 어머니 양육 간 관계에 대한 아동 기질의 조절 효과: 부정적 반응성을 중심으로
The Mediating Role of Child’s Temperament on Early School Adjustment and Mother’s Parenting Attitudes: On the Negative Reactivity of Temperament
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본 연구의 목적은 아동의 부정적 기질 특성이 초기 학교적응과 어머니의 긍정적 양육 간 관계를 조절하는가를 알아보는 것이다. 연구대상은 초등학교 1, 2학년 아동의 어머니와 아동의 각 담임교사 204쌍들이다. 아동의 기질과 어머니의 양육태도는 어머니 보고로 측정했으며, 학교적응은 아동의 각 담임교사의 보고를 통해 측정하였다. 어머니 보고와 교사 보고에서 나온 자료를 토대로 상관분석, 위계적 회귀분석을 실시하였다. 결과에 의하면 학업 수행적응에서 아동의 부정적 기질 특성과 긍정적 양육태도가 상호작용효과를 보인 반면, 학교생활적응, 또래적응 및 교사적응에서는 상호작용효과를 보이지 않았다. 추가적으로 학교적응의 4개의 하위영역에서 여아가 남아보다 더 높은 수준을 보였으며, 어머니의 긍정적 양육태도는 학교생활적응, 학업수행적응, 또래적응 그리고 교사적응 영역에서 매우 유의미한 예측변인으로 나타났다. 본 연구 결과를 통해 어머니의 긍정적인 양육이 초등 1, 2학년 아동의 학교적응 전반적인 영역에 긍정적 영향을 준다는 것과 여아들이 남아들보다 학교적응을 더 잘하는 것을 알 수 있었다. 무엇보다도 부정적인 반응성이 높은 까다로운 기질 특성의 아동들이 그러하지 않은 아동들보다 어머니로부터 긍정적인 양육을 받았을 때 학업을 더 잘 수행할 수 있었다는 사실이 제안되었다.
Abstract
The purpose of this study was to investigate the mediating role of children’s negative temperament characteristics on the relationship between early school adjustment and mothers’ parenting attitudes. The participants were 124 pairs of mothers and classroom teachers of children. Children’s temperaments and mothers’ parenting attitudes were measured using mothers’ reports and school adjustment was measured via reports of each child’s school teachers. Correlation and hierarchial regression analyses were conducted based on the reports by the parents and teachers, The findings showed that in terms of academic performance adjustment specifically, there was an interaction effect between the children’s negative temperament characteristics and positive parenting attitudes. On the other hand, there were no indications of interaction effects within the domains of school life adjustment, peer adjustment, and teacher adjustment. Additionally, girls displayed a higher level of school adjustment and its four subcategories compared to boys. Also, the mothers‘ positive parenting attitude significantly predicted school life adjustment, academic performance adjustment, peer adjustment, and teacher adjustment. The results from the current study demonstrated that mothers’ positive parenting attitudes positively affected children’s overall school adjustment and that girls appeared to be better adjusted in the first and second grades of elementary school than boys. Most importantly, children with high negative reactivity are able to perform better academically than the children with low negativity reactivity when they receive positive parenting from their mothers.
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