Abstract

본 연구에서는 부산교육종단연구(BELS) 중1 패널의 4차(BELS 2019, 고1)와 5차(BELS 2020, 고2) 데이터를 이용하여 고등학생의 부모-자녀 의사소통이 정신건강과 자기주도학습을 매개로 학업성취도에 어떠한 영향을 미치는지에 대해 코로나19 전후를 중심으로 살펴보았다. 이를 위해 대응표본 t-검정과 구조방정식모형을 이용하여 분석한 결과는 다음과 같다. 첫째, 코로나19 이후 정신건강과 수학 성취도는 하락하였으며, 자기주도학습과 국어, 영어 성취도는 상승하였다. 둘째, 부모-자녀 의사소통은 정신건강과 자기주도학습에 정적으로 유의한 영향을 미쳤다. 또한 정신건강은 자기주도학습에 정적인 영향을, 자기주도학습은 학업성취도에 정적인 영향을 미치는 것으로 나타났다. 셋째, 부모-자녀 의사소통은 자기주도학습을 매개로 학업성취도에 간접효과를 나타내었으며, 정신건강 또한 자기주도학습을 매개로 학업성취도에 간접효과를 나타내었다. 이러한 연구결과는 부모-자녀 의사소통이 고등학생의 정신건강, 자기주도학습에 영향을 미치는 만큼 부모와 자녀 간의 원활한 의사소통을 위한 부모교육이 필요함을 시사한다.In this study, using the 4th (2019) and 5th (2020) data of the 1st grade panel in the middle school of the Busan Longitudinal Study of Education, we looked at how high school students' parents-children communication affects their academic achievement through mental health and self-directed learning, focusing on pre- and post-COVID 19. For this purpose, the results of analysis using the paired sample t-test and structural equation model are as follows. First, after COVID 19, achievement in mental health and mathematics declined, while self-directed learning, Korean, and English achievement increased. Second, parents-children communication had a positively significant effect on mental health and self-directed learning. In addition, it was found that mental health had a positive effect on self-directed learning, and self-directed learning had a positive effect on academic achievement. Third, parents-children communication showed an indirect effect on academic achievement through self-directed learning and mental health showed an indirect effect on academic achievement through self-directed learning. The implications are as follows. Since communication between parents and their children affects the emotions and cognition of their children, it is necessary to recognize the importance of the role of parents in the family and to provide parental education for smooth communication within the home.

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