3세부터 7세 까지 어머니의 애정/온정적 양육태도의 변화가 아동의 학교적응에 주는 영향 = The influence of mother’s affective parenting at 3 years and developmental change of parenting from 3 to 7 years on school adjustment

다국어 초록 (Multilingual Abstract)

This study is aimed to investigate developmental changes in affective parenting from 3 to 7 years of age, and the influence of parenting at 3 years and changes in parenting between 3 and 7 years of age on school adjustment. Participants were 96 dyads of mothers and classroom teachers. Affective parenting was measured at intervals of 2 years in 3-, 5-, and 7-year-old children (3 measurements total) by reports from the mothers; school adjustment was measured via teachers' reports. A latent growth model was utilized to examine developmental changes in affective parenting, and the influence of parenting at 3 years and changes in parenting from 3 to 7 years on school adjustment. According to the results, mothers’ affective parenting for the 3- to 7-year-olds showed a tendency to decrease slowly, and there were individual differences in mothers’ affection for the 3-year-old children. Mothers’ affective parenting at 3 years did not affect the school adjustment of the 7-year-olds, but an association was found showing that the slower the rate of decline in changes in affective parenting from 3 to 7 years, the higher the level of school-life adjustment, academic performance, and peer adjustment. These results indicated that the mothers’ affective parenting shows a tendency to decrease very slowly between 3 and 7 years of age, and that this tendency had a positive influence on children’s school adjustment.

국문 초록 (Abstract)

본 연구의 목적은 3세부터 7세에 이르기까지 어머니의 온정/애정적인 양육의 발달적 변화를 알아보고 3세 경 애정적인 양육의 초기 값과 3세부터 7세까지 애정적인 양육의 변화율이 아동의 학교적응에 어떤 영향을 주는 가를 알아보는 것이다. 연구대상은 만 7세 아동의 어머니와 학교 담임교사 96쌍들이다. 어머니의 애정적인 양육태도는 2년 간격으로 총 3회 걸쳐 3세, 5세, 7세에 어머니 보고로 측정했으며, 학교적응은 7세경 아동의 각 담임교사의 보고를 통해 측정하였다. 어머니 보고와 교사 보고에서 나온 자료를 토대로 일차적으로 상관분석을 실시하였다. 3세부터 7세까지 애정적인 양육의 변화를 알아보고 3세 양육의 초기 값과 3세부터 7세까지 양육의 변화율이 학교적응에 어떤 영향을 주는 지를 알아보기 위해 잠재성장모형(latent growth model)으로 분석하였다. 결과에 의하면 3세 부터 7세까지 어머니의 애정적 양육은 완만하게 감소하는 경향을 보였으며, 3세 경 아동에 대한 어머니의 애정적인 양육에서 개인차가 나타났다. 3세경, 어머니의 애정적인 양육은 7세 아동의 학교적응에 어떤 영향을 주지 않았으나, 3세부터 7세까지 나타난 애정적인 양육의 변화율은 감소 속도가 완만할수록 아동은 학교생활적응, 학업수행적응 그리고 또래적응에서 더 높은 수준을 보였다. 본 연구 결과를 통해 3세부터 7세에 이르기까지 어머니의 애정적인 양육 정도는 아주 서서히 감소되는 경향을 보이며, 이런 경향은 아동의 학교적응에 긍정적인 영향을 주었다는 것을 알 수 있다. 현 연구 결과는 애정적인 양육이 아동의 발달에 긍정적 영향을 준다는 사실에는 변함이 없으나, 아동의 연령이 증가함에 따라 어머니들의 양육태도에서 변화가 필요함을 시사하는 데 근거를 제공해 주고 있다.

참고문헌 (Reference)

1 지성애, "초등학교 일학년용 학교적응 척도 타당화 연구" 한국아동학회 27 (27): 1-15, 2006

2 김수정, "초등 일학년 학교적응의 예언 변인들 간 관련성 탐색: 단기 종단적 접근" 한국심리학회 산하 한국발달심리학회 23 (23): 19-37, 2010

3 김수정, "초기 학교적응과 어머니 양육 간 관계에 대한 아동 기질의 조절 효과: 부정적 반응성을 중심으로" 한국심리학회 산하 한국발달심리학회 24 (24): 155-172, 2011

4 이수진, "청소년의 인터넷중독과 개인적, 가족적 변인간의 연구: 시간에 따른 변화와 상호 연관성" 한국교육심리학회 19 (19): 1179-1197, 2005

5 홍세희, "다변량 고차잠재 성장모형을 이용한 내외통제성과 학업성취의 종단관계 분석" 한국교육평가학회 17 (17): 131-146, 2004

6 홍세희, "구조방정식 모형이 적합도 지수 선정기준과 그 근거" 19 (19): 161-177, 2000

7 Campbell, S. B., "Trajectories of maternal depressive symptoms, maternal sensitivity, and children's functioning at school entry" 43 : 1202-1215, 2007

8 Ladd, G. W., "The role of chronic peer difficulties in the development of children's psychological adjustment problems" 74 (74): 1344-1367, 2003

9 Taylor, H. B., "The interaction of early maternal responsiveness and children's cognitive abilities on later decoding and reading comprehension skills" 19 : 188-207, 2008

10 Smith, K. E., "The influence of early patterns of positive parenting on children's preschool outcomes" 11 : 147-169, 2000

11 Bradley, R. H., "The home environments of children in the United States, partⅡ: Relations with behavioral development through age thirteen" 72 : 1868-1886, 2001

12 Ryan, B. A., "The family-school relationship model, In The family-school connection: Theory, research, and practice" Sage 3-28, 1995

13 Trapolini, T., "The effect of maternal depression and marital adjustment on young children's internalizing and externalizing behaviour problems" 33 : 794-803, 2007

14 Bronfenbrenner, U., "The ecology of developmental processes, In Handbook of child psychology: Vol. 1. Theoretical models human development" Wiley 993-1028, 1998

15 Petrill, S. A., "Task orientation, parental warmth and SES account for a significant proportion of the shared environmental variance in general cognitive ability in early childhood: Evidence from a twin study" 7 : 25-32, 2004

16 Maccoby, E. E., "Socialization in the context of the family: Parent-child interactions, In Handbook of child psychology: Vol. 4. Socialization, personality, and social development" Wiley 1-101, 1983

17 Landry, S. H., "Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills" 42 : 627-642, 2006

18 Darling, N., "Parenting style as context: An integrative model" 113 : 487-496, 1993

19 Grolnick, W. S., "Parental styles associated with children's self regulation and competence in school" 81 : 143-154, 1989

20 Rohner, R. P., "Parental Acceptance-Rejection Questionnaire (PARQ): Test manual, In Handbook for the study of parental acceptance and rejection" Rohner Research Publications 43-106, 2005

21 Barth, J. M., "Parent-child relationship influences on children's transition to school" 39 : 173-195, 1993

22 Pianta, R. C., "Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement" 34 : 307-322, 1996

23 Grolnick, W. S., "Mothering: Retrospect and prospect, In Retrospect and prospect in the psychological study of families" Erlbaum 5-33, 2002

24 Pianta, R. C., "Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten" 12 : 263-280, 1997

25 Hirsh-Pasek, K., "Mother and caregiver sensitivity over time: Predicting language and academic outcomes with variable- and person-entered approaches" 52 : 449-485, 2006

26 Bornstein, M. H., "Maternal responsiveness and cognitive development in children, In Maternal responsiveness: Characteristics and consequences" Jossey-Bass 49-61, 1989

27 Tamis-Lemonda, C. S., "Maternal responsiveness and children's achievement of language milestones" 72 : 748-767, 2001

28 Masur, E. F., "Maternal responsive and directive behaviours and utterances as predictors of children's lexical development" 32 : 63-91, 2005

29 Caspi, A., "Maternal expressed emotion predicts children's antisocial behavior problems: Using monozygotic-twin differences to identify environmental effects on behavioral development" 40 : 149-161, 2004

30 Chazan-Cohen, R., "Low-Income Children’s School Readiness: Parent Contributions over the Firdt Five Years" 20 (20): 958-977, 2009

31 Brody, G. H., "Longitudinal pathways to competence and psychological adjustment among african American children living in rural single-parent households" 73 (73): 1505-1516, 2002

32 Stright, A. D., "Infant Temperament Moderates Relations Betwen Maternal Parenting in Early Childhood and Children's Adjustment in First Grade" 79 (79): 186-200, 2008

33 Bradley, R. H., "Home environment and school performance: A ten year followup and examination of three models of environmental action" 59 : 852-867, 1988

34 Ladd, G. W., "Friendship Quality as a predictor of young children's early school adjustment" 67 (67): 1103-1118, 1996

35 Parke, R. D., "Family-peer relationships: Modes of linkage" Erlbaum 1992

36 Petterson, S. M., "Effects of poverty and maternal depression on early child development" 72 : 1794-1813, 2001

37 Landry, S. H., "Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary?" 37 : 387-403, 2001

38 Akhtar, N., "Directive interactions and early vocabulary development: The role of joint attentional focus" 18 : 41-49, 1991

39 Pianta, R. C., "Continuity and discontinuity in maternal sensitivity at 6, 24, and 42 months in a high-risk sample" 60 : 481-187, 1989

40 Collins, W. A., "Contemporary research on parenting: The case for nature and nurture" 55 : 218-232, 2000

41 Stright, A. D., "Beyond parenting: Coparenting and children's classroom adjustment" 27 : 31-40, 2003