어머니가 지각한 양육행동이 아동의 집행기능 곤란과 불안을 통해 학교적응에 미치는 영향: 자기회기교차지연모델을 적용한 종단연구
The Effect of Mother’s Perceived Parenting Behaviors on School Adjustment Through Executive Function Difficulty and Anxiety of Children: A Longitudinal Study Using the Auto-Regressive Cross-Lagged Model
- 주제(키워드) executive function difficulty , anxiety , school adjustment , parenting , Panel Study on Korean Children , 집행기능 곤란 , 불안 , 학교적응 , 양육 , 한국아동패널
- 주제(기타) 생활과학
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002710788
- 등재 KCI등재
- 발행기관 한국아동학회
- 발행년도 2021
- URI http://www.dcollection.net/handler/ewha/000000179973
- 본문언어 한국어
초록/요약
Objectives: This study examined the longitudinal mediation effect of child’s executive function difficulty and anxiety in the relationship between mothers’ perceived parenting behavior and child’s school adjustment. The longitudinal interaction effect between the executive function difficulty and anxiety is also examined. Methods: For the analyses, data from 2,150 pairs of mothers and their children (817 males, 38.0%; 781 females, 36.3%) who participated in the 8th to 11th Panel Study on Korean Children (PSKC) is used. The survey data were analyzed using structural equation model (SEM) including the autoregressive cross-lagged model with SPSS 21.0 and AMOS 21.0 programs. Results: First, the child’s executive function difficulty had a significant effect on the level of anxiety in the following year, but their anxiety did not have significant effect on their executive function in the following year. Second, there was a significant longitudinal mediating effect of executive function difficulty and anxiety in the relationship between mother’s parenting behavior and child’s school adjustment. Conclusion: This study explored the meaningful longitudinal path from mother’s percieved parenting to school adjustment including developmental interaction between executive function difficulty and anxiety in childhood. The result of this study may provide basic information for the childhood school adjustment intervention.
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