차별적 민감성 모델에 기초한 부모와 교사의 긍정적 의사소통과 내재화 문제행동의 단기종단적 관계에서 아동의 부정적 정서성의 조절효과
The moderating effect of children's negative emothonality on the short-term longitudinal relationship between positive communication from parents and teachers and internalizing problem behaviors based on the differential susceptibility model
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연구목적: 본 연구의 목적은 초등학생이 지각한 부모와 교사의 긍정적 의사소통과 아동의 내재화 문제행동 간의 단기종단적 관계에서 부정적 정서성의 잠재조절효과를 검증하고 이러한 효과의 양상이 차별적 민감성 모델을 지지하는지 확인하는 것이다. 연구방법: 이를 위해 본 연구에서는 초등학교의 3학년부터 6학년까지 초등학생과 학부모로부터 데이터를 수집하였다. 수집한 데이터는 변인들의 상관관계를 알아보고, 측정모형과 기저모형을 분석한 후에 기저모형을 확장하여 단기종단적 잠재조절 구조모형을 분석하였다. 그리고 잠재조절효과의 양상을 보다 정밀하게 확인하기 위하여 Johnson-Neyman 유의영역 검증을 실시하였다. 연구결과: 분석 결과는 첫째, 부모와 교사의 긍정적 의사소통은 모두 아동의 내재화 문행동을 유의하게 감소시키는 효과를 보였다. 둘째, 부정적 정서성은 내재화 문제행동을 정적으로 예측하였다. 셋째, 부모와 교사의 긍정적 의사소통과 내재화 문제행동의 관계에서 부정적 정서성의 잠재조절효과가 모두 발견되었으며, 이는 차별적 민감성 모델의 양상과 일치하였다. 논의 및 결론: 본 연구는 차별적민감성 모델에 기초하여 부정적 정서성을 가진 아동이 그렇지 않은 아동에 비해 긍정적 의사소통에 보다 민감하게 반응하여 내재화 문제행동이 감소한다는 것을 확인하였다. 이는 문제행동을 예측하는 기질로 알려진 부정적 정서성이 문제행동만 유발하는 것이 아니라 긍정적인 환경에도 민감하게 반응하여 아동에게 보다 긍정적인 발달결과를 가져올 수 있다는 것을 시사한다.
Abstract
Purpose: The purpose of this study was to examine the potential moderating effects of negative affectivity on the short-term longitudinal relationship between elementary school children's perceived parental and teacher’s positive communication, their internalizing problem behaviors and to determine whether the modality of these effects supports the differential sensitivity model. Methods: For this study, data were collected from elementary school children and their parents from the third through sixth grades of elementary school. The data were analyzed by correlating the variables, analyzing the measurement model and the baseline model, and then extending the baseline model to analyze the short-term longitudinal latent moderation structure model. Johnson-Neyman significant area test was conducted to further examine the latent moderation effect. Results: The results of the analysis showed that, first, both parental and teacher’s positive communication significantly reduced children's internalizing behaviors. Second, negative emotionality positively predicted internalizing behavior problems. Third, the latent moderating effect of negative emotionality was found in the relationship between parental and teacher’s positive communication, and internalizing problem behaviors, consistent with the differential sensitivity model. Conclusions: Based on the differential susceptibility model, the present study confirmed that children with negative emotionality are more sensitive to positive communication than children without negative emotionality, resulting in a decrease in internalizing problem behavior. This suggests that negative emotionality, a known predictor of problem behavior, may not only cause problem behavior but may also sensitize children to positive environments, leading to more positive developmental outcomes.
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