초등학교 고학년 학생이 지각한 사회적 지지와 학교적응의 관계에서 긍정심리자본과 진로성숙도의 순차적 매개효과 = The Sequential Mediating Effects of Positive Psychological Capital and Career Maturity on the Relationship Between Perceived Social Support and School Adjustment in Upper Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the sequential mediating effects of positive psychological capital and career maturity on the relationship between perceived social support and school adjustment in upper elementary school students. For this purpose, data were collected from 472 students in the fifth and sixth grades of elementary school in City S. After excluding non-responses, 423 questionnaires were finally used. The data were analyzed using SPSS 22.0 and AMOS 29.0 to conduct correlation analysis and structural equation model testing of each variable, and bootstrapping using phantom variables to verify the effect and significance of the mediating variables. The results showed that, first, the model mediated by positive psychological capital and career maturity on the relationship between perceived social support and school adjustment of upper elementary school students was valid. Second, the mediating effect of career maturity on the relationship between perceived social support and school adjustment of upper elementary school students was found to be significant. Third, positive psychological capital and career maturity were found to sequentially mediate the relationship between perceived social support and school adjustment in upper elementary school students. Based on these findings, we discussed the need for comprehensive intervention of social support, positive psychological capital, and career maturity in the counseling context for upper elementary school students who have difficulty adjusting to school, as well as suggestions and implications for intervention points and directions in counseling.