개교 초등학교 고학년 전학생의 사회불안과 학교적응 간의 관계에서 사회정서역량의 매개효과 = The Mediating Effect of Social-emotional Competence in the Relationship between Social Anxiety and School Adjustment among Upper-grade Transfer Students at a Newly Opened Elementary School

다국어 초록 (Multilingual Abstract)

This study confirmed the mediating effect of social-emotional competence in the relationship between social anxiety and school adjustment among transfer students in grades 4-6 at a newly opened elementary school, and was conducted to derive implications through the relationships between variables regarding the school adjustment of transfer students. Through this, we conducted a study to derive implications through the relationship between variables regarding the school adaptation of elementary school transfer students. Data were collected from 283 elementary school students who transferred to an elementary school that opened in 2025 with the consent of the students and their parents(guardians). The data were analyzed using SPSS and AMOS programs. The results of this study are as follows. First, it was found that there was a correlation between social anxiety, social emotional competence, and school adaptation of elementary school transfer students. Correlations also existed between sub-variables, excluding some variables. Second, the path from social anxiety to social-emotional competence and the path from social-emotional competence to school adjustment were significant, while the path from social anxiety to school adjustment was not significant, confirming that social anxiety fully mediates school adjustment through social-emotional competence. Based on the research results, implications for improving school adjustment among upper elementary school students were derived, measures to enhance school adjustment were proposed, and follow-up research was suggested.