부모의 부정적 양육태도가 청소년의 친구관계에 미치는 영향: 학업열의와 협동심의 병렬 이중매개효과

임다혜,김춘경 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.12

Objectives The purpose of this study was to examine the parallel dual mediation effect of academic engagement and cooperation on the correlation between negative parental attitudes and adolescents' friend relationships. Methods This study used 4th wave data (7th graders) of the Korea Children and Youth Panel Survey 2018 (KCYPS 2018). The parallel dual mediation effect analysis were performed through Model no. 4 of SPSS 25.0 and SPSS PROCESS macro 4.2. Results First, adolescents’ academic engagement, cooperation and friend relationships showed negative correlations with negative parental attitudes. However, adolescents’ academic engagement, cooperation, and friend relationships showed a positive correlation with each other. Second, The effect of negative parental attitudes on adolescents' friend relationships was verified to have a significant mediation effect on academic engagement and cooperation, respectively. On the other hand, in the size of the indirect effect between the mediation variables, cooperation was higher than academic engagement. This means that the negative parental attitudes not only directly affect adolescents’ friend relationship, but also indirectly affect adolescents’ friend relationship through academic engagement. In particular, cooperation has a key impact in the process of leading to adolescents’ friend relationship. Conclusions This study presented the basis that academic engagement and cooperation have an important influence on the impact of negative parental attitude on adolescents' friend relationships. It provides basic data for parent education and youth counseling programs that help teenagers promote their friend relationship.

청소년의 인간관계와 일탈행동: 부모자녀관계, 친구관계, 교사 학생관계를 중심으로

박영신,김의철 한국문화및사회문제심리학회 2004 한국심리학회지: 문화 및 사회문제 Vol.10 No.-

This paper examines the influence of interpersonal relationship on delinquent behavior among adolescents. The role that parent-child relationship, teacher-student relationship, and relationship with friends play on delinquent behavior is reviewed. Review of empirical studies reveal the following results. First, adolescents who perceive their parents as being hostile and rejecting are more likely to engage in delinquent behavior. Second, those adolescents with parents, who have low expectations and who are less likely pressure them to succeed academically, are more likely to engage in delinquent behavior. Third, adolescents who feel that they have been abandoned by their parents are more likely to engage in delinquent behavior. Fourth, those adolescents with low social support from parents and teachers and high social support from their friends are more likely to engage in delinquent behavior. Fifth, those students who feel hostility from their teachers, have negative relationship with teachers, and experience greater punishment are more likely to engage in delinquent behavior. The results indicate that punishment can have adverse effect on some adolescents, further damaging the teacher-student relationship. Punishment can further reinforce the existing negative cycle that can increase the likelihood of adolescents engaging in delinquent behavior. The results indicate that a lack of support from parents and teacher leads to low academic and self-regulatory efficacy, which leads to low academic performance, which can results in punishments that could further damage their relationship with their parents and teachers and bring them closer to their friends. Adolescents caught up in this negative cycle are more likely to engage in delinquent behavior. These results indicate the need to reform the relational, social, and cultural environment of adolescents who are engaged in delinquent behavior. 이 연구에서는 청소년의 일탈행동에 대한 이해를 위해, 청소년에게 의미있는 인간관계를 중심으로 그 영향을 살펴보는데 초점을 두었다. 이를 위해 최근에 이루어진 부모자녀관계, 친구관계 및, 교사학생관계와 청소년의 일탈행동에 관련된 선행 연구의 결과들을 개관하였다. 이러한 경험과학적 연구 결과들에 대한 종합을 토대로, 부모자녀관계와 일탈행동에 관련하여 다음과 같은 세 측면에서 논의가 시도되었다: 1) 부모의 적대적이고 거부적인 양육태도의 영향, 2) 부모의 자녀 성취에 대한 낮은 기대와 압력, 3) 가장 믿고 의지하고 싶은 존재인 부모로부터 버려진 경험. 친구관계와 일탈행동에 대해서도 세 가지 면에서 논의하였다: 1) 친구 사회적 지원의 증가와 부모나 교사 사회적 지원의 감소, 2) 일탈행동 촉진자로서 친구와 관련된 생활 환경의 개선, 3) 일탈 청소년 하위집단별 다양한 친구관계 유형. 한편 교사학생관계와 일탈행동에 관련하여서는 다음과 같이 논의점이 정리되었다: 1) 교사와 적대적인 관계를 형성하고 있는 일탈 청소년, 2) 교사와 부정적인 관계의 회복, 3) 처벌의 효과에 대한 숙고.

청소년의 인간관계와 일탈행동: 부모자녀관계, 친구관계, 교사 학생관계를 중심으로

박영신,김의철 한국문화및사회문제심리학회 2004 한국심리학회지: 문화 및 사회문제 Vol.10 No.4

This paper examines the influence of interpersonal relationship on delinquent behavior among adolescents. The role that parent-child relationship, teacher-student relationship, and relationship with friends play on delinquent behavior is reviewed. Review of empirical studies reveal the following results. First, adolescents who perceive their parents as being hostile and rejecting are more likely to engage in delinquent behavior. Second, those adolescents with parents, who have low expectations and who are less likely pressure them to succeed academically, are more likely to engage in delinquent behavior. Third, adolescents who feel that they have been abandoned by their parents are more likely to engage in delinquent behavior. Fourth, those adolescents with low social support from parents and teachers and high social support from their friends are more likely to engage in delinquent behavior. Fifth, those students who feel hostility from their teachers, have negative relationship with teachers, and experience greater punishment are more likely to engage in delinquent behavior. The results indicate that punishment can have adverse effect on some adolescents, further damaging the teacher-student relationship. Punishment can further reinforce the existing negative cycle that can increase the likelihood of adolescents engaging in delinquent behavior. The results indicate that a lack of support from parents and teacher leads to low academic and self-regulatory efficacy, which leads to low academic performance, which can results in punishments that could further damage their relationship with their parents and teachers and bring them closer to their friends. Adolescents caught up in this negative cycle are more likely to engage in delinquent behavior. These results indicate the need to reform the relational, social, and cultural environment of adolescents who are engaged in delinquent behavior. 이 연구에서는 청소년의 일탈행동에 대한 이해를 위해, 청소년에게 의미있는 인간관계를 중심으로 그 영향을 살펴보는데 초점을 두었다. 이를 위해 최근에 이루어진 부모자녀관계, 친구관계 및, 교사학생관계와 청소년의 일탈행동에 관련된 선행 연구의 결과들을 개관하였다. 이러한 경험과학적 연구 결과들에 대한 종합을 토대로, 부모자녀관계와 일탈행동에 관련하여 다음과 같은 세 측면에서 논의가 시도되었다: 1) 부모의 적대적이고 거부적인 양육태도의 영향, 2) 부모의 자녀 성취에 대한 낮은 기대와 압력, 3) 가장 믿고 의지하고 싶은 존재인 부모로부터 버려진 경험. 친구관계와 일탈행동에 대해서도 세 가지 면에서 논의하였다: 1) 친구 사회적 지원의 증가와 부모나 교사 사회적 지원의 감소, 2) 일탈행동 촉진자로서 친구와 관련된 생활 환경의 개선, 3) 일탈 청소년 하위집단별 다양한 친구관계 유형. 한편 교사학생관계와 일탈행동에 관련하여서는 다음과 같이 논의점이 정리되었다: 1) 교사와 적대적인 관계를 형성하고 있는 일탈 청소년, 2) 교사와 부정적인 관계의 회복, 3) 처벌의 효과에 대한 숙고.

보호관찰청소년과 일반청소년의 친구관계 비교 분석

김의철,박영신,탁수연 한국문화및사회문제심리학회 2010 한국심리학회지: 문화 및 사회문제 Vol.16 No.4

The purpose of this study is to compare relationship with friends among adolescents under probation and high school students without any criminal record. A total of 510 respondents (253 adolescents under probation, 257 high school students) participated in this study. Results indicate that both adolescents under probation and high school students reported that they talk to talked to their friends when they were lonely, that they were comfortable when they are with their friends, and that they trusted their friends unconditionally. However, the two groups showed a difference in the place that they meet their friends. Adolescents under probation are likely to meet their friends at Internet Cafe to play internet games, while high school students are likely to meet their friends near their school. Compared to high school students, adolescents under probation had more friends who were expelled from school, who were under probation and who have been previously incarcerated. For adolescents under probation, compared to first time offenders, the repeat offenders were more likely to have friends who were under probation and who have been previously incarcerated. When discriminant analysis were conducted for adolescents under probation and high school students, the two groups can be distinguished by the number of friends expelled from school, number of friends under probation, and number of friends who have been previously incarcerated. For adolescents under probation, compared to first time offenders, the repeat offenders could be distinguished by the number of friends expelled from school, number of friends under probation, number friends who have been previously incarcerated, and number of times their partners in crime were under probation or incarcerated. 이 연구의 주된 목적은 보호관찰청소년과 일반청소년의 친구관계를 비교 분석하는데 있다. 분석대상은 총 510명으로서, 보호관찰청소년 253명(재범 51명, 초범 202명)과 범죄 경력이 없는 일반청소년 257명이었다. 분석결과, 보호관찰청소년과 일반청소년 모두 괴로울 때 친구에게 의논을 가장 많이 하였으며, 친구와 함께 있으면 편안하다고 지각하였고, 친구이기 때문에 무조건 신뢰하는 경향에서 공통점이 있었다. 그러나 친구와 구체적인 활동 장소 및 활동 내용을 보면, 보호관찰청소년은 친구와 주로 PC방에서 게임을 하고, 일반청소년은 주로 학교에서 같이 노는 경우가 많다는 차이점이 있었다. 또한 보호관찰청소년은 일반청소년보다 퇴학된 친구 수, 보호관찰 받은 친구 수, 소년원 경력이 있는 친구 수가 더 많았다. 보호관찰 경력별로 보면, 재범집단이 초범집단보다 공범친구가 보호관찰을 받거나 소년원에 다녀온 횟수가 더 많았다. 보호관찰청소년과 일반청소년을 판별분석한 결과, 퇴학된 친구 수, 보호관찰 받은 친구 수, 소년원 경력이 있는 친구 수가 두 집단을 판별하는 매우 의미있는 변인으로 확인되었다. 또한 재범 및 초범 보호관찰청소년을 대상으로 판별분석을 한 결과, 퇴학된 친구 수, 보호관찰 받은 친구 수, 소년원 경력이 있는 친구 수만이 아니라, 공범친구의 보호관찰/소년원 경험 횟수도 의미있는 판별변인으로 포함되었다.

가족, 교사 및 친구관계와 청소년의 문제행동

김미영,조윤정,박병금 한국학교사회복지학회 2012 학교사회복지 Vol.- No.22

The purpose of this study was to investigate the adolescents' problem behaviors and social relations. 354 middle school students asked to complete self-administering questionnaires on adolescents' their internal and external problem behaviors and relationship with family, teachers and friends. The focus of this study was to find out the effects of relationship with family, teachers and friends on adolescents' problem behaviors. Data were analyzed with frequencies, t-test, ANOVA, multi-regression analysis using SPSS 14.0 program. Study results were; First, adolescents' problem behaviors showed significant differences according to their grade and academic achievement. Also, relationship with family, teachers and friends showed significant differences according to their gender, grade, academic achievement, social-economic class they belong to and so on. Second, male and female adolescents' internal problem behaviors were effected only relationship with family. Among family relation factors, permission-responsibility factor was important. Third, male and female adolescents' external problem behaviors were effected relationship with family and friends. Permission -responsibility factor which is family relation factors and conflict-betrayal factor which is friendship factors was also important. Relationship with family effects on the types of problem behaviors were observed. Moreover, programs for adolescents' problem behaviors and relationship with family, teachers and friends require differentiated strategies and tactics according to the target group characteristics. 본 연구는 청소년의 문제행동에 영향을 미치는 가족관계, 교사관계 및 친구관계를 살펴보는데 그 목적을 가지고 있다. 청주시 소재 중학교 5곳의 학생 총 354명을 대상으로 실시하였다. 자료분석은 SPSS WIN 14.0 프로그램을 사용하였으며 t-test, ANOVA, 다중회귀분석을 실시하였다. 연구결과, 청소년의 일반적 특성들에 따라 문제행동과 가족관계, 교사관계, 친구관계 요인에 미치는 영향이 다르다는 것을 확인할 수 있었다. 그리고 내재화 문제행동에 영향을 미치는 요인으로는 남자청소년과 여자청소년 모두 가족관계 중 인정책임으로 나타났으며, 외현화 문제행동에 영향을 미치는 요인으로는 가족관계 중 인정책임과 친구관계 중 갈등배신이 유의미한 영향을 미쳤다. 여자청소년은 남자청소년보다 가족관계, 교사관계 및 친구관계가 문제행동에 미치는 영향력이 더 높은 것으로 나타났다. 하지만 내재화 문제행동보다 외현화 문제행동에서 가족관계, 교사관계 및 친구관계 영향이 더 많이 미친다는 공통점을 보였다. 또한 남녀 청소년 모두 내재화 문제행동보다 외현화 문제행동에서 가족관계, 교사관계, 친구관계 영향이 더 많이 미쳤다. 본 연구는 청소년기에 관계를 형성할 수 있는 대표적인 대인관계에 초점을 두고 문제행동간의 관계를 살펴보았다는 점에서 그 의의를 찾을 수 있다. 청소년의 문제행동에 따라 접근방법을 달리해야 하고, 친구관계를 향상시킬 수 있는 또래관계 증진 프로그램을 학교 내에서 실시해야 할 것이다. 후속 연구에서는 관계의 질을 측정할 수 있는 새로운 측정도구의 개발과 청소년의 대인관계적인 측면을 중심으로 다각적인 탐색이 가능한 질적 연구가 필요하다고 본다.

체육수업에서 중학생이 지각한 동기분위기와 학습태도와의 관계에서 상호작용 방식의 매개효

남인수 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.4

목적 이 연구는 체육수업에서 중학생이 지각한 동기분위기와 학습태도와의 관계에서 상호작용 방식의 매개효과를 규명하는데 그목적을 두었다. 방법 이 연구에 참여한 연구대상자는 D시와 G시에 소재하고 있는 혼성중학교 2개교를 임의로 선정한 후에 재학생을 대상으로 할당표집방법에 의해 360명(남학생 180명, 여학생 180명)의 표본을 추출하여 323명의 설문자료를 최종 분석에 활용하였다. 이 연구에사용한 연구도구는 조사대상자의 일반적 특성, 동기분위기 검사지, 상호작용 방식 검사지(교사와의 상호작용, 친구와의 상호작용), 학습태도 검사지를 활용하여 설문을 구성하였다. 자료처리는 기술통계, 요인분석, 상관분석, 신뢰도분석, 구조방정식모형을 통해분석하였다. 결과 이 연구의 결과는 다음과 같다. 첫째, 숙련분위기는 교사와의 상호작용과 친구와의 상호작용 모두에 정적 영향을 주며, 수행분위기는 친구와의 상호작용에 정적 영향을 준다. 둘째, 숙련분위기와 수행분위기 모두 학습태도에 정적 영향을 준다. 셋째, 교사와의상호작용과 친구와의 상호작용 모두 학습태도에 정적 영향을 준다. 넷째, 숙련분위기와 학습태도와의 관계에서 교사와의 상호작용이 부분매개효과가 있는 것으로 나타났다. 결론 이 연구에서 지각한 동기분위기와 상호작용 방식 및 학습태도와의 관계에서 정적 영향을 주고 있다. 그리고 숙련분위기는 교사와의 상호작용을 매개로 하여 학습태도에 영향을 주는 것으로 확인되었다. Objectives The purposes of this study were to the mediation effects of interaction styles in the relationships between perceived motivational climate and learning attitude in physical education class of middle school students. Methods The subjects of this study consisted of 323(boys 163, girls 163) middle school students. The data was collected by quota sampling method. The used instrument of this study were the Yoo(1997) for measuring motivation climate scale, the Hwang, Ahan, and Seo(2016) for measuring friend relationship and teacher-students relationship scale, and the Son, Kim, & Lee(2006) for measuring learning attitude scale. The data were analyzed by descriptive statistics, factor analysis, correlation analysis, and a structural equation model as a statistical method. Results The results of this study was as follows. First, mastery climate positively influenced to teacher-students relationship and friend relationship, but performance climate positively influenced to friend relationship. Second, both mastery climate and performance climate positively influenced to learning attitude. Third, both teacher-students relationship and friend relationship positively influenced to learning attitude. Forth, there was partially mediates effect between mastery climate and learning attitude as a parameter fo the teacher-students relationship. Conclusions The purposes of this study was confirmed that motivation climate had partially mediates effect on learning attitude through the teacher-students relationship.

Income and health statue in older adults' friend relations

Hyun Sook Kang 한국노인복지학회 2013 International Journal of Welfare for the Aged Vol.29 No.-

This study examines the relationships income and health statue and friend relations among older adults. Friend relations include quantity and quality of relationships with friends in the current study. Data from the National Social Life, Health, and Aging Project(NSHAP) survey(Waite et al., 2007) were used. The NSHAP study sampled persons 57-85 years of age(n=3005). The respondents completed a telephone survey in which they reported their background information(e.g., income, health, and friend relations). It was hypothesized that older adults` income and health status differentially influenced friend relations size and quality. In order to identify the associations between income and health statue, and friend relations, multiple regression analysis was used. Results revealed that older adults who reported higher income level and healthier older adults have more and higher quality of friend relations than their counterparts. The current study`s findings build on an account for how older adults` income and health factors are differently associated with their friends` relations` quality and size. A directive for future research is to examine more diverse friend relations variables which explain the dynamic relationships between older adults` demographic factors and friend relations.

유치원 만 5세 유아들의 친구관계에 대한 교사의 걱정

서향희(Seo, HyangHee) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.2

본 연구의 목적은 만 5세 유아들의 친구관계에 대한 교사의 걱정이 무엇인지를 유치원 자유선택활동 시간을 중심으로 질적 연구방법으로 탐색하여 만 5세 유아들의 친구관계 이해에 대한 실질적인 기초자료를 제시하고자 하였다. 이를 위한 연구 참여자는 서울특별시 B대학교 부속유치원 이슬반 담임 유교사 1명과 보조교사 신교사 1명, 이슬반 만 5세 유아(남: 8명, 여: 7명) 총 15명이며, 2015년 3월부터 2015년 7월까지 참여관찰과 심층면담을 실시하였다. 연구결과, 교사는 유아 또래 간 불평등한 친구관계에서 발생하는 친구선택의 문제를 걱정하였으며, 유아들이 친구관계를 형성해 가는 동안 교사는 다른 유아에게 자신의 변화하는 욕구를 표현하도록, 그리고 새로운 친구관계를 탐색하도록 도울 수 있어야 함을 의미하였다. 또한 유아들의 사회적 지평이 확장되면서 자신의 가치와 다르더라도 또래 집단이 만든 규칙과 규범을 수용하고자 하는 또래 압력을 교사는 걱정하였으며, 특히 정직과 같은 특정한 행동 신념에 관해서 유아들이 분별할 수 있도록 교사의 지원이 필요하였다. 교사는 또래 친구들로부터 무시되어 따돌림의 대상이 되는 유아들을 걱정하였으며, 따돌림의 대상이 되는 유아들은 자신이 무시될 것이라고 예상하고 긍정적인 사회적 기술을 배울 수 있는 경험의 기회를 놓치게 되어 결국 고립되는 악순환이 반복되고 있음을 의미하였다. 본 연구결과를 토대로 만 5세 유아들의 긍정적인 친구관계 지원에 대한 교사의 관점에서 지속적인 지원과 탐색이 필요함을 시사하고 있다. The purposes of this study were to examine teachers’ worries about friend relationships among five‐year‐old children through qualitative analysis, focusing on kindergarten free choice activity hours, and ultimately to provide basic practical information for understanding five‐year‐old children’s friend relationships. The participants of this study were the class teacher and an assistant teacher of Iseul (Dew) Class and 15 five‐year‐old children of the class (8 boys and 7 girls) at the kindergarten affiliated to B University in Seoul, and participant observations and in‐depth interviews were conducted during the period from March to July in 2015. According to the results of this study, the teachers worried about the problem of friend selection arising from unequal friend relationship among the young children. This means that, while young children are forming friend relationships, their teacher should help them express their changing desires to other children and explore their new friend relationships. In addition, the teachers worried about peer pressure that, along with the expansion of their social horizon, forces young children to accept rules and norms created by the peer group even if the rules and norms conflict with their values. Thus, the teacher’s support is essential for young children to have discernment for specific behavioral beliefs such as honesty. The teachers also worried about young children who were neglected and bullied by the peers. Bullied children anticipate being neglected, and as a result, they lose opportunities to learn and experience positive social skills, and this aggravates their isolation further. In this way, the vicious cycle is repeated. The findings of this study suggest that continuous support and research from the teacher’s viewpoint are necessary for providing young children with guidance for their positive friend relationships.

정서‧행동장애 아동의 공감능력이 아동-교사 관계 및 친구와의 활동에 미치는 영향

황순영,이후희,이연희,차세진 부산대학교 지역혁신역량교육연구센터 2020 교육공동체연구와실천 Vol.2 No.2

Purpose: By analyzing the empathy ability of children with emotional and behavioral disorders, the relationship between children and teachers, and the level of activity between children and friends, we will understand the empathy of children with emotional and behavioral disorders. In addition, it will emphasize the necessity of empathy education programs and social emotion programs for children with emotional and behavioral disorders, and lay the foundation for a preventive support system. Method: A survey was conducted on 162 children with emotional/behavioral disorders and 162 homeroom teachers for children with emotional and behavioral disorders, consisting of the Children's Empathy Ability Scale, the Child-Teacher Relationship Scale, and the level of activity with friends. The collected data were subjected to basic statistics, correlation analysis, and regression analysis. Results: ① The empathy ability of children with emotional and behavioral disorders, child-teacher relationship, and activities with friends were all above average level. ② The empathy ability of children with emotional and behavioral disorders was positively correlated with the child-teacher's intimate relationship, conflict (without) relationship, and activity level with friends. ③ It was found that the empathy ability of children with emotional and behavioral disorders had an effect of 5.0% to 10% on the child-teacher relationship and the level of activity with friends. Conclusion: Since the empathy ability of children with emotional and behavioral disorders has a significant influence on the relationship between teachers and friends, support from an integrated perspective is needed so that cognitive empathy, emotional empathy, and social and technical empathy can develop in a balanced manner.

의사소통 역량 기반 교육이 학습 참여에 미치는 영향 -교사/교우 관계를 매개로 한 자아개념을 중심으로

이성원(LEE, Sungwon) 한국핵심역량교육학회 2020 핵심역량교육연구 Vol.5 No.2

의사소통 능력은 학습자와 타인과의 상호작용을 만들고 유지하는데 필수적인 능력으로 적절한 의사표현은 타인과의 관계를 긍정적으로 만들어준다. 또한 바른 의사소통기술은 타인으로 하여금 긍정적인 반응을 이끌어내기 때문에 궁극적으로 학습자로 하여금 자신에 대한 평가를 높게 가지게 하며, 학습자가 학습상황에서 생기는 문제에 대해 보다 적극적인 참여적 접근을 시도하도록 유도한다. 본 연구에서는 이런 일련의 관계에 주목하였으며, 한국교육개발원의 한국교육종단연구2013 코호트 자료 중 6차 년도 조사(2018년) 데이터를 사용하여, 의사소통 역량 기반 교육, 학생 참여(참여형 학습), 교사와의 관계, 교우관계, 자아개념의 구조적 관계를 분석하고자 하였다. 결과적으로 첫째, 의사소통 역량 기반 교육은 학생들의 수업 참여에 영향을 미쳤으며, 이는 자아개념에 의해 매개되는 것으로 나타났다. 둘째, 의사소통 역량 기반 교육과 자아개념의 관계는 교사/교우 관계에 의해 매개되었으며, 결과적으로 의사소통 역량 기반 교육은 교사/교우관계를 매개로 한 자아개념을 매개로 하여 학생들의 참여에 영향을 미치는 것으로 나타났다. 특히 학습자의 자아개념에 미치는 영향력은 교사와의 관계에 비해 상대적으로 교우관계가 영향력이 높은 것으로 나타났다. 본 연구의 결과는 의사소통 역량 기반 교육이 학생들의 수업 참여에 긍정적 영향을 미침을 시사해 주었다. 특히 의사소통 역량 기반 교육은 학생들의 사회적 관계 형성과 그로 인한 자기평가에 영향을 미쳤는데, 의사소통 기술이 학습자의 사회적, 심리적, 학업적 태도에 영향을 미칠 수 있음을 증명하는 결과라고 볼 수 있었다. 더불어 본 연구에서는 청소년기 학습자들의 사회적 관계가 학습자의 심리에 주요한 영향요인으로 작용하며, 청소년기 자아형성에 교우관계가 핵심요인이 됨을 시사해주었다. 더 나아가 본 연구의 결과는 학습자의 소통적 태도 신장을 통한 학습자의 긍정적인 자아개념 형성이 참여적 학습태도를 결정하는데 주요요인이 될 수 있음을 유추하게 하였다. Communication skills are essential skills to create and maintain interactions between learners and others, and proper expression of communication makes relationships with others positive. In addition, since proper communication skills elicit a positive response from others, it ultimately makes learners highly evaluate for themselves, and induces learners to attempt a more active participatory approach to problems arising from learning situations. The purpose of this study, using data from the 6th year survey (2018) of the Korean Educational Development Institute s Korean Education Longitudinal Study 2013 Cohort Data, was to analyze the structural relationship between the communication competency-based instruction, student participation, teachers/friend relationship and self-concept. As a result, first, communication competency-based instruction had an effect on students participation in class, which was found to be mediated by self-concept. Second, the relationship between communication competency-based instruction and self-concept was mediated by the teacher/friend relationship, and consequently, communication competency-based instruction influenced the participation of students through the self-concept mediated by the teacher/friend relationship. In particular, it was found that the formation of the learners self-concept was affected relatively higher the friend relationship than the relationship with the teacher. The results of this study suggested that communication skills-based instruction had a positive effect on students participation in class. In particular, communication skills-based instruction had an effect on students social relationship formation and self-assessment, which proved that communication skills can affect learners social, psychological, and academic attitudes. In addition, this study suggested that social relations of adolescent learners act as a major influencing factor on learners psychology, and that friendship is a key factor in the formation of adolescent self-concept. Furthermore, the results of this study showed that the formation of the learners positive self-concept through the enhancement of the learners communicative attitude can be a major factor in determining the learning participation attitude.