초등학생이 지각한 부모 애착, 성격 5요인, 학업적 실패내성, 학교적응 간 구조적 관계

Abstract

Objectives The purpose of this study was to investigate structural relationships among parental attachment, big five personality traits, academic failure tolerance and school adjustment perceived by elementary school students. In details, the study explored the sequential mediators in the relationship between parental attachment and school adjustment. Methods A structural equation model was conducted using 1,129 data from the 12th waves of the Panel Study on Korean Children in 2019. Results The results of this study are as follows. First, both perceived mother and father attachment of elementary school students directly affect on their big five personality traits; positively affect on extraversion, agreeableness, and conscientiousness and negatively affect on neuroticism. At same time, only perceived mother attachment showed positive affects on openness. Moreover, perceived mother attachment showed no effect on academic failure tolerance, in meanwhile perceived father attachment a direct positive effect on academic failure tolerance. Openness and conscientiousness also presented a positive effect on academic failure tolerance while neuroticism showed a negative effect and same pattern repeated on academic adjustment. And, academic failure tolerance mediated the relationship between conscientiousness and positive school adjustment as well as the relationship between neuroticism and positive school adjustment for both perceived mother and father attachment of elementary school students. Conclusions These findings suggest that it is necessary to strengthen perceived parent attachments of elementary school students through encouraging healthy personality and academic failure tolerance in order to increase school adjustment.