초등학생의 행복감, 학교적응, 수학 수행능력의 종단적 관계

Abstract

Objectives In this study, the stability and causal relationship among the three factors of elementary school students happiness, school adaptation, and math performance over time were analyzed using longitudinal data.
 Methods Using data from the 9th wave(2016, 2nd grade) to 11th wave(2018, 4th grade) of Panel Study of Korean Children(PSKC) surveyed from 2008 to 2018 by the Parenting Policy Research Institute. A autoregressive cross-lagged modeling was applied. Data analysis was verified using the Mplus 7.4 program, a structural equation model analysis program.
 Results The main results of the study are as follows: First, the relationship between happiness, school adaptation and math performance ability at three points(2nd grade to 4th grade) was shown to have statistically significant effects on happiness at a previous time school adaptation and math performance ability at a later time. Second, cross-causal relationships the results of study have shown that happiness at the previous time has a statistically significant static effect on happiness at the later time and ability to perform math performance ability at the later time. Appeared the cross causal relationships between the three factors revealed a significant cross causal relationship in happiness and school adaptation. Finally, the statistical significance of the autoregressive cross-lagged modeling showed that there was a statically significant longitudinal mediating effect of school adaptation in the effect of happiness on math performance ability.
 Conclusions This study found that the stability and the direction of the longitudinal causal relationship between the three variables were appropriate by confirming that the happiness, school adaptation, and causality of elementary school students over time had a positive effect on their math performance. This study is significant in that it suggested the need to consider the environmental variables surrounding students, not the fragmentary method of controlling happiness, to efficiently help elementary school students math performance ability.