초기 청소년의 의도적 통제가 학업성적과 문제행동에 미치는 종단적 영향 = 사회적 기술의 매개효과와 남녀집단 차이

다국어 초록 (Multilingual Abstract)

Objective: This study examined the extent to which early adolescents’ effortful control influenced academic competence and behavioral problems 2 years later, focusing on the mediating effects of social skills. Additionally, gender differences in these mediating effects were examined.
Methods: A community sample of 397 fourth graders (213 girls, M = 10.43 years) and their parents and teachers participated in the study and were followed for 2 years (M = 12.38 years). Effortful control, social skills, academic performance, and problem behaviors were assessed. Data were analyzed using SEM using Mplus 7.4.
Results: Findings indicated that effortful control significantly predicted positive social skills, which in turn led to positive adjustment outcomes 2 years later. In addition, there were significant gender differences. Boys’ effortful control was directly associated with lower levels of externalizing symptoms and indirectly associated with positive academic performance through enhanced social skills. On the other hand, the direct effects of effortful control on academic performance were not significant for girls. Instead, their effortful control was significantly predictive of lower levels of internalizing and externalizing symptoms mediated via high levels of social skills.
Conclusion: These findings can inform future efforts to develop effective gender-specific prevention and intervention programs to facilitate healthy development among Korean youth.

목차 (Table of Contents)

• 서론
• 연구방법
• 연구결과
• 논의 및 결론
• References

참고문헌 (Reference)

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