Abstract
The purpose of this study is to verify the mediating effect of ego-identity in the relationship between child abuse experiences and academic performance of school-aged children. In this study, the 12th year of the Korea Children's Panel was used. For analysis, SPSS and PROCESDS Macro model 4 were used. The subjects of the study were 550 5th graders (294 boys, 256 girls) in elementary school. As a result of the study, first, there was a negative correlation between the child abuse experiences and academic performance, ego-identity, and a positive correlation between children's ego-identity and academic performance. Second, the indirect mediating effect of ego-identity in the relationship between child abuse experience and academic performance was confirmed. The results of this study suggest that it is necessary to develop specific support and programs to improve the academic performance of children who have experienced child abuse.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
