초등학생이 지각한 모 애착과 학업스트레스의 관계 : 모 양육태도의 매개효과 (The Relationship of Mother-Child Attachment on Academic Stress Perceived by Elementary School Student: The Meditating Effects of Maternal Child-Rearing Attitude)

서지정보

· 발행기관 : 한국아동심리치료학회
· 수록지 정보 : 한국아동심리치료학회지 / 12권 / 3호 / 1 ~ 16페이지
· 저자명 : 최윤정, 한유진

초록

This study aimed to test the mediating effects of maternal child-rearing attitude in the relation between mother-child Attachment and academic stress. Research Participants were 494 5 th and 6 th graders in elementary schools in Seoul province. The results were as follows. First, the differences in autonomy/control and achievement pressure of maternal child-rearing attitudes were significant according gender. Also, the differences in academic stress, mother-child attachment and maternal child-rearing attitudes were not significant according grade. the mother-child attachment and maternal child-rearing attitude significantly effected on academic stress perceived by elementary school students. Second, maternal child-rearing attitude mediated the relation between mother-child attachment and academic stress perceived by elementary school students. Specifically, the mediating effects of autonomy/control and achievement pressure were significant. Third, it was concluded the autonomy/control and achievement pressure all had a similar meditating effect on both boys and girls by observing the meditating effect of the child-rearing attitude depending on the sex in the relationship between mother-child and academic stress. These results extend the study on academic stress in elementary school students. It is expected that the results of this study provide foundational informations on development of effective parent education programs and parent-child relationship promotion programs.

영어초록

This study aimed to test the mediating effects of maternal child-rearing attitude in the relation between mother-child Attachment and academic stress. Research Participants were 494 5 th and 6 th graders in elementary schools in Seoul province. The results were as follows. First, the differences in autonomy/control and achievement pressure of maternal child-rearing attitudes were significant according gender. Also, the differences in academic stress, mother-child attachment and maternal child-rearing attitudes were not significant according grade. the mother-child attachment and maternal child-rearing attitude significantly effected on academic stress perceived by elementary school students. Second, maternal child-rearing attitude mediated the relation between mother-child attachment and academic stress perceived by elementary school students. Specifically, the mediating effects of autonomy/control and achievement pressure were significant. Third, it was concluded the autonomy/control and achievement pressure all had a similar meditating effect on both boys and girls by observing the meditating effect of the child-rearing attitude depending on the sex in the relationship between mother-child and academic stress. These results extend the study on academic stress in elementary school students. It is expected that the results of this study provide foundational informations on development of effective parent education programs and parent-child relationship promotion programs.

참고자료

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