아동·청소년 학대와 학교적응 간 관계에 대한 메타분석: 학대유형과 적응유형의 조절효과

Abstract

· Research topics: The research topic of this study is to conduct a meta-analysis to comprehensively examine the impact of child and adolescent abuse experiences on school adjustment, and to identify differences in effect sizes according to subtypes of abuse and school adjustment. · Research background: Experiences of abuse during childhood and adolescence negatively affect emotional, behavioral, and social development, and can particularly hinder school adjustment, including peer and teacher relationships, learning activities, and adherence to school rules. In Korea, cases of child abuse have been steadily increasing, with most occurring within the home and perpetrated by parents, which heightens the severity of the issue. Since school is a crucial environment where children and adolescents develop social skills and grow, a comprehensive understanding of how abuse experiences impact school adjustment is urgently needed. · Differences from prior research: Previous studies have often focused on specific types of abuse, such as emotional abuse or neglect, or treated school adjustment as a single-dimensional concept. Moreover, inconsistent findings and variations in samples and analytical methods across studies have limited the generalizability of the results. To address these limitations, the present study distinguishes itself by conducting a meta-analysis that includes all four types of abuse—physical, emotional, sexual abuse, and neglect—and comprehensively compares their effects across multiple domains of school adjustment, including learning activities, adherence to school rules, peer relationships, and teacher relationships. · Research method: This study conducted a meta-analysis of 64 domestic master's and doctoral theses and journal articles published between 2000 and 2023 that examined the relationship between abuse experiences and school adjustment in children and adolescents. A random-effects model was applied to integrate the overall correlation coefficients, and subgroup analyses and meta-regression were conducted to verify the moderating effects of abuse types (physical, emotional, sexual abuse, and neglect) and school adjustment subdomains (learning activities, school rules, peer relationships, teacher relationships). · Research results: A significant negative correlation was found between abuse experiences and school adjustment (r = -0.215, p < .001), with neglect showing the strongest negative effect (r = -0.2993). Among the school adjustment subdomains, peer relationships and learning activities were most affected by abuse. Meta-regression analysis confirmed that abuse type and adjustment type were significant moderators explaining differences in effect sizes (R² = 22.93%). Neglect had the greatest impact on school adjustment, and the overall adjustment domain was the most sensitive to abuse. · Contribution points and expected effects: This study is the first meta-analysis to quantitatively and comprehensively examine the relationship between child abuse and school adjustment across different types of abuse and adjustment domains. The findings provide empirical evidence that can inform the development of tailored intervention strategies and effective school adjustment support policies for abused children and adolescents.