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초등 저학년 자녀를 둔 어머니의 2-3학년 시기 양육역량 변화유형과 예측요인
최지혜(Jihye Choi),조혜령(Hye Ryung Cho),김영선(Youngsun Kim) 한국보육지원학회 2022 한국보육지원학회지 Vol.18 No.3
Objective: This study aimed to analyze the changes and predictive factors of mothers’ parenting competencies during their children’s second to third grades in primary school. Methods: We used the data from the Panel study of Korean Parental Educational Involvement. We classified 373 mothers into three groups, ‘reduced’ parenting competency, ‘maintained’ parenting competency, and ‘increased’ parenting competency, and conducted one-way variance analysis and multinomial logistic regression analysis. Results: First, the mothers' parenting competency decreased between their children's 2nd year and 3rd year in primary school. Second, the ‘reduced’, ‘maintained’, and ‘increased’ groups differed from each other in the degree of change in self-system competency, level of understanding of school life, number of counseling sessions with homeroom teachers, and social networking. Third, the degree of change in self-system competency and social networking predicted the increase in mothers’ parenting competency. The degree of change in self-system competency and the level of understanding of school life predicted the maintenance of mothers’ parenting competency. Conclusion/Implications: This study, for the first time, has revealed the change in mothers' parenting competency and its predictive factors after the second year in primary school. How to support the growth of mothers’ parenting competency was also discussed.
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학업능력 집단별 학업스트레스와 학업적 자기조절효능감 간의 관계
김아영(Ah Young Kim),차정은(Jung Eun Cha),강한아(Han A Kang),임경민(Kyung Min Lim),전현아(Hyun A Jeon),조혜령(Hye Ryung Cho),임지영(Ji Young Lim),석혜은(Hye Eun Seok) 한국교육심리학회 2012 敎育心理硏究 Vol.26 No.2
본 연구는 학업스트레스와 학업적 자기조절효능감 간의 관계를 학업동기유형이 매개하는지를 살펴보고, 학업능력 상·하 집단별로 이 매개효과가 차이가 있는지를 알아보기 위해 수행되었다. 연구대상은 경인과 경남의 3개 중학교 1, 2학년 514명을 대상으로 선정하고, 각 변인은 학업적성진단검사에 포함되어 있는 학업스트레스척도, 학업동기유형척도, 학업적 자기조절효능감척도와 언어능력검사와수리능력검사를 사용하여 측정하였다. 무동기, 통제동기, 자율동기의 세 가지 학업동기유형의 매개효과와 학업능력의 조절효과를 검증하기 위해 구조방정식모형 분석을 실시하고, 학업능력 상·하 집단에서의 관계구조를 다집단 구조모형분석을 통해 비교하였다. 그 결과 학업능력 상·하 집단에서 변인들 간의 관계 패턴과 평균들 간에 차이가 있는 것으로 나타났다. 구조모형분석 결과 학업스트레스와 학업적 자기조절효능감은 학업동기유형에 의해 완전매개되는 것으로 나타났고, 다집단 분석결과에서는 학업능력 상집단에서는 학업스트레스가 통제동기와 자율동기를 통해 학업적 자기조절효능감에 부적인 영향을 미치는 것으로 나타났지만, 학업능력 하집단에서는 학업동기유형의 매개효과는 나타나지 않았다. 연구결과를 학생들의 학업스트레스 대처방안 계획 수립과 지도에 주는 시사점을 중심으로 논의하였다. This study aimed to investigate the relationships among academic stress, self-regulatory efficacy, and motivation focusing on the mediating effect of academic motivation types, and to test the differential structural relationship among the variables in the high vs. low academic ability groups. The participants were 778 1st and 2nd graders from three different middle schools. Students` scores from the Academic Aptitude Test, a standardized test that has been developed to assess students` academic ability and study skills including academic stress, academic self-regulatory efficacy, and three types of motivation (amotivation, controlled motivation, autonomous motivation), were used in this study. Students` academic ability scores were used to classify high and low ability groups. Only the upper 33%(266) and lower 33%(248) students` data were included in the final analyses. The results of this study revealed that there were significant group differences in the means and in the relationship patterns of the research variables. Structural equation modeling analysis provided the evidence that the full mediation model was a better choice than the partial mediation model, in that the student`s types of academic motivation mediated the effect of academic stress on self-regulatory efficacy. Multigroup analysis revealed that there were group differences in the path coefficients of the structure model. In the high ability group, the academic stress showed negative influence on the self-regulatory efficacy via controlled and autonomous motivation, whereas such pattern was not significant in the low group. Results were discussed in relations to the practical implication for the education practitioners in dealing with students` academic stress.
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