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부모-아동-교사-또래 간의 상호관계 모형: 정서행동문제, 자존감, 협동심, 성별을 중심으로

A Correlation Model of Parents, Children, Teacher and Peers: Focusing on the Emotional Behavior Problems, Self-esteem, Cooperation, and Gender of Children

김도희
한국재활심리학회 (Korean Association For Rehabilitation Psychology)|2020.12|재활심리연구 (The Korean Journal of Rehabilitation Psychology)|제27권 제4호|pp. 43-66|DOI 10.35734/karp.2020.27.4.003

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참고문헌

키워드

CooperationSelf-esteem자존감부모양육태도Parental Attitude정서행동문제협동심Emotional Behavior Problem
주제분류심리과학

초록

본 연구의 목적은 아동의 개인내적 변수인 정서행동문제, 자존감, 협동심과 환경적 변수인 부모, 교사, 또래와의 구조적 관계를 규명하고, 각 변수 간의 관계가 성별에 따라 차이가 있는지 조사하는 데에 있다. 이를 위하여 한국청소년정책연구원에서 수행한 아동·청소년 패널조사 자료를 활용해 초등학교 4학년에 재학 중인 남아 1299명과 여아 1278명의 자료를 분석하였다. 본 연구에서는 선행연구를 바탕으로 부모의 양육태도가 아동의 심리적 변수와 교사 및 또래관계에 영향을 미치고, 아동의 심리적 변수는 교사 및 또래관계와 상호작용한다고 가정한 이론적 모형을 설정하였다. 그리고 SPSS와 AMOS 프로그램을 사용하여 다중집단분석과 팬텀변수를 설정한 Bootstrapping을 실시하였다. 주요 결과를 요약하면 다음과 같다. 각 경로에 대한 남녀 간의 차이는 유의하지 않은 것으로 나타났으며 부모, 교사, 또래 관계가 정서행동문제에 미치는 영향은 자존감에 의해 매개되는 것으로 나타났다. 그리고 부모의 양육태도는 아동의 자존감과 내면화 문제를 거쳐서 협동심에 영향을 미치고, 교사와의 관계는 아동의 자존감과 외현화 문제를 거쳐서 협동심에 영향을 미치며 협동심은 또래관계를 가장 잘 설명해주는 것으로 나타났다. 이러한 결과를 토대로 부모-아동-교사-또래 간 상호관계 모형의 타당성을 확인하였으며 위 모형을 바탕으로 아동의 학교적응을 돕기 위한 효과적인 전략과 향후 연구를 위한 제언을 논의하였다.

Abstract

The purpose of this study is to define the structural relationship between the individual internal variables of children, such as emotional behavior problems, self-esteem, and cooperation, and environmental variables such as parents, teachers, and peers, as well as to identify possible gender differences for each variable. To this end, panel research data from the National Youth Policy Institute (NYPI) of South Korea were used to analyze the data of 1,299 boys and 1,278 girls in the fourth grade of elementary school. Based on previous studies, we constructed a theoretical model with the following hypotheses: 1) Parenting attitudes influence the psychological variables and relationships of children with teachers; and 2) the psychological variables of children are correlated with their relationships with teachers and peers. The study conducted bootstrapping with phantom variables and multiple group analysis using SPSS and AMOS. The major results may be summarized as follows: There was no significant difference in path coefficients between males and females, and the effects of relationships with parents, teachers, and peers on emotional behavior problems were mediated by self-esteem. In addition, parenting attitudes affected cooperation via self-esteem and internal problems of children. Furthermore, relationships with teachers affected cooperation via self-esteem and external problems of children, and cooperation best explained relationships with peers. These results showed the validity of the correlation model for parents, children, teachers, and peers. Based on the model, effective strategies for helping children adjust to schools are discussed.

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