유아의 또래상호작용이 학령초기 학교적응에 미치는 종단적 영향:자아존중감 및 학업능력의 매개효과

Abstract

The purpose of this study was to examine the effects of peer interaction on school adjustment, and to examine whether self-esteem and academic ability of children had mediating effects. To that end, data from the Korean Children’s Panel Study (PSKC) of the Institute for Child Care Policy (KICCE) were analyzed, from the 7th year (2014) to the 8th year (2015) whereby the target age of the study was six years old. For data analysis, SPSS 22.0 WIN and AMOS 21.0 WIN programs were used, while for descriptive statistics, correlation analysis, and structural equation model (SEM) were used as analysis methods. Research Results: Firstly, the peer interaction of young children had a direct effect on school adaptation in the early school age. Secondly, peer interactions were shown to have a positive effect on self-esteem, while self-esteem had no effect on elementary school children’s school adjustment. Thirdly, it was found that the positive peer interaction of young children had an indirect effect on school adjustment in early school age through academic ability. Fourthly, it was found that self-esteem and academic ability were mediated sequentially in the influence of young children’s peer interaction on school adjustment in the early school age.<BR> In this study, peer interaction, self-esteem, and the necessity of improving academic ability that affect school adjustment at the beginning of school age were discussed.