중학생의 정서조절능력과 학교생활적응 간의 관계에서 또래관계 질의 매개효과

Abstract

Objectives To determine the mediating effect of peer relationship quality on the relationship between emotion regulation ability and school life adaptation of middle school students. Methods The emotion regulation ability scale reconstructed for adolescents by Oh Jihye (2011), the school life adaptation scale by Lee Gyumi and Kim Myungsik (2008), and the peer relationship quality scale revised and complemented by Kim Jinkyung and Yoo Anjin (2002) were used for 372 second graders in three middle schools in H city, Gyeonggi province. In addition to general descriptive statistical analysis, a three-stage hierarchical regression analysis was conducted to confirm the mediating effect of peer relationship quality on the impact of emotion regulation ability on school life adaptation. Results The results are as follows. First, there were significant positive correlations between all major variables in the correlation between middle school students’ emotion regulation ability, peer relationship quality, and school life adaptation. In other words, the higher the emotion regulation ability, the higher the peer relationship quality, and the higher the emotion regulation ability, the better the school life adaptation. In addition, the higher the peer relationship quality, the better the school life adaptation. Second, according to the results of determining the mediating effect of peer relationship quality on the relationship between middle school students’ emotion regulation ability and school life adaptation, peer relationship quality partially mediated the relationship between emotion regulation ability and school life adaptation. This means that emotion regulation ability has a direct effect on the school life adaptation of middle school adolescents, and also has an indirect effect through peer relationships. Conclusions It is necessary to improve the peer relationship quality of adolescents by providing various activity experiences based on educational guidance and counseling intervention strategies and prepare specific measures for students to actively adapt to school life.