초기 청소년의 학업스트레스와 자아정체감의 관계: 부모 애착의 조절효과
The Relation Between Early Adolescents’ Academic Stress and Self-Identity: The Moderating Effect of Parental Attachment
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이 연구는 초기 청소년의 학업스트레스, 부모 애착 및 자아정체감의 관계를 확인하고자 하였다. 이를 위해 한국아동패널 12차 데이터에서 1,248가구의 자료를 활용하였다. 연구 변인의 기술통계치 및 상관관계를 확인하였으며, 초등학교 5학년의 학업스트레스와 자아정체감의 관계에서 아버지와 어머니 애착의 조절효과를 PROCESS MACRO를 활용하여 분석하였다. 연구의 결과는 다음과 같다. 첫째, 초기 청소년의 자아정체감은 학업스트레스 및 부모의 소외감과 부적 상관 관계를 보였고, 부모의 의사소통 및 신뢰감과는 정적 상관 관계를 보였다. 둘째, 초기 청소년의 학업스트레스와 자아정체감의 관계에서 아버지의 애착 중 신뢰감의 조절효과가 유의하였으며, 어머니의 애착은 의사소통, 소외감 및 신뢰감 모두 유의하였다. 이 연구는 초기 청소년을 대상으로 학업스트레스와 자아정체감의 관계에서 아버지와 어머니 애착의 역할을 각각 확인하고, 이를 근거로 시사점과 후속 연구에 대한 제언을 제시하고자 한다.
Abstract
This study aimed to investigate the relation between early adolescents’ academic stress, parental attachment, and self-identity using data from the 12th wave involving 1,248 households in the Panel Study on Korean Children. Preliminary analyses were conducted using descriptive statistics and correlation analyses. Moreover, the moderating effects of maternal and paternal attachment on the relation between early adolescents’academic stress and self-identity were examined using the SPSS Process macro, and considered early adolescents’ sex and household monthly income as covariates. The results are summarized as follows: First, early adolescents’self-identity was significantly associated with academic stress and the subscales of maternal and paternal attachment. Second, among the subscales of paternal attachment, trust significantly moderated the effect of early adolescents’academic stress on their self-identity, whereas communication and alienation did not. Third, all subscales of maternal attachment, communication, alienation, and trust showed significantly moderated effects between early adolescents’academic stress and their self-identity. Based on these findings, implications and suggestions for future research are discussed.
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