중학생이 지각하는 부모의 양육태도가 학교생활적응에 미치는 영향 : 자기조절능력과 스마트폰 과의존의 이중매개효과 = The Effects of Parental Parenting Attitudes Perceived by Middle School Students on School Life Adaptation

국문 초록 (Abstract)

본 연구는 중학생 181명 대상으로 부모의 양육태도, 자기조절능력, 스 마트폰 과의존, 학교적응 간의 관계를 살펴보고자 하였다. 부모의 양육태 도가 청소년의 학교적응에 미치는 영향을 비롯하여 부모의 양육태도가 자기 조절 기능의 곤란을 통해 스마트폰 과의존이 학교적응에 미치는 영 향에 대해 검증하고자 하였다. 이에 중학생 181명을 대상으로 부모의 양 육태도, 자기조절능력, 스마트폰 과의존, 학교적응 척도를 사용하여 자기 보고식 설문을 사용하였다. 수집된 자료는 SPSS 25.0과 PROCESS Macro v5.0 프로그램을 사용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 부모양육태도는 중학생의 학교생활적응에 유의한 정적 영향을 미쳤다. 둘째, 부모양육태도와 중학생의 학교생활적응 간의 관계에서 자기조절 능력은 유의미하게 매개하였다. 셋째, 부모양육태도와 중학생의 학교생활적응 간의 관계에서 스마트폰 과의존은 유의미하게 매개하지 않았다. 마지막으로, 부모양육태도가 중학생의 학교생활적응에 미치는 영향에 서 자기조절능력 및 스마트폰 과의존은 이중매개하였다. 요약하면, 중학생이 지각하는 부모양육태도는 학교생활적응에 영향을 미쳤고, 심리 내적 변인인 자기조절능력과 외적 변인인 스마트폰 과의존 모두 학교생활적응에 영향을 미쳤다. 또한 부모양육태도가 중학생의 학 교생활적응에 미치는 영향에서 자기조절능력은 매개적 역할을 하였으나, 스마트폰 과의존은 매개하지 않았다. 다만, 부모양육태도가 자기조절능력 과 스마트폰 과의존을 통해 순차적으로 매개하여 학교생활에 유의미한 영향을 미쳤다. 이와 같은 결과는 중학생이 학교생활에 잘 적응하기 위 해서는 부모의 양육태도가 밑바탕이 되어야 하며, 청소년의 개인 내적 요인인 자기조절능력의 중요성을 확인할 수 있었다. 더불어 스마트폰 과 의존과 관련한 요인도 함께 고려할 변인임을 확인하였다. 본 연구는 중학생의 학교생활적응을 설명하는 과정에서 가정환경(부모 양육태도), 개인 내적 요인(자기조절능력), 외적 변인(스마트폰 과의존)의 통합적 경로를 실증적으로 규명하였다는 데 의의가 있다. 특히, 스마트폰 과의존이 단독으로 작용하기보다 자기조절능력의 영향을 받아 학교적응 에 영향을 미친다는 점을 밝힘으로써, 청소년의 학교 부적응 예방을 위 해 가정의 양육환경 개선과 더불어 자기조절능력 함양을 위한 다차원적 개입이 필요함을 시사한다.

다국어 초록 (Multilingual Abstract)

This study examined the relationships among parenting attitudes perceived by middle school students, self-regulation, smartphone overdependence, and school adjustment. In particular, it investigated the direct effect of parenting attitudes on adolescents’ school adjustment, as well as whether parenting attitudes influence school adjustment through difficulties in self-regulation and smartphone overdependence. Participants were 181 middle school students, who completed self-report questionnaires assessing parenting attitudes, self-regulation, smartphone overdependence, and school adjustment. The collected data were analyzed using SPSS 25.0 and PROCESS Macro v5.0. The main results were as follows. First, parenting attitudes had a significant positive effect on middle school students’ school adjustment. Second, self-regulation significantly mediated the relationship between parenting attitudes and school adjustment. Third, smartphone overdependence did not show a significant mediating effect in the relationship between parenting attitudes and school adjustment. Finally, the serial dual mediating effect of self-regulation and smartphone overdependence in the relationship between parenting attitudes and school adjustment was significant. In summary, parenting attitudes perceived by middle school students directly influenced school adjustment, and both the internal psychological factor of self-regulation and the external behavioral factor of smartphone overdependence were related to school adjustment. Self-regulation played a mediating role in the link between parenting attitudes and school adjustment, whereas smartphone overdependence alone did not. However, the sequential pathway whereby parenting attitudes affected self-regulation, which in turn influenced smartphone overdependence and ultimately school adjustment, was significant. These findings highlight that positive parenting attitudes provide the foundation for successful school adjustment among middle school students, underscore the importance of adolescents’ self-regulation as a personal internal resource, and suggest that factors related to smartphone overdependence should be considered simultaneously in interventions.

목차 (Table of Contents)

• Ⅰ. 서 론 ···············································································································1
• 1. 연구의 필요성 및 목적 ···············································································1
• 2. 연구 문제 ·······································································································6
• 3. 용어의 정의 ···································································································7
• Ⅱ. 이론적 배경 ··································································································9
• 1. 학교생활적응 ·································································································9
• 2. 부모의 양육태도와 학교생활적응 ···························································10
• 3. 부모의 양육태도, 자기조절능력 및 학교생활적응 ······························13
• 4. 부모의 양육태도, 스마트폰 과의존 및 학교생활적응 ························17
• 5. 부모의 양육태도, 자기조절능력, 스마트폰 과의존 및 학교생활적응·········· 19
• Ⅲ. 연구방법 ······································································································22
• 1. 연구대상 ·······································································································22
• 2. 측정도구 ·······································································································23
• 3. 연구 절차 ·····································································································26
• 4. 자료 처리 및 분석 ·····················································································26
• Ⅳ. 연구결과 ······································································································27
• 1. 변인들 간의 기술통계 및 상관분석 결과 ·············································27
• 2. 부모양육태도와 학교적응에서 자기조절능력과 스마트폰 과의존의
• 매개효과 ······································································································2
• Ⅴ. 논의 및 제언 ······························································································34
• 참고문헌 ············································································································41
• 부록 ··················································································································52
• 부록 1. 부모양육태도 척도 ·······································································54
• 부록 2. 자기조절능력 척도 ·······································································56
• 부록 3. 스마트폰 과의존 척도 ·································································58
• 부록 4. 학교적응 척도 ·················································································61
• Abstract ············································································································63