The mediation effects of self-esteem in parent, teacher, and peer relationships and academic engagement in South Korea: Children from grandparent-led and parent-led families

Abstract

연구목적: 본 연구는 조손가정 아동과 양부모가정 아동과의 비교를 통해 가정유형에 따른 아동의 학업열의 차이와 학업열의에 영향을 미치는 요인을 검토하고, 이를 통해 가정유형에 따라 아동의 학업열의를 높이기 위한 구체적인 실천방안을 제시하고자 하였다. 방법: 한국아동·청소년패널 2018 3차(2020)자료를 활용하였으며, 이중 조손가정과 양부모가정 649명의 응답을 분석자료로 활용하였다. 자료는 STATA 17.0을 활용하여 기술통계 및 빈도분석을 실시하고, 상관관계 분석 및 매개효과를 검증하였다. 결과: 본 연구의 결과는 다음과 같다. 첫째, 양부모가정 아동의 학업열의 수준이 조손가정 아동의 학업열의 수준보다 높게 나타났다. 둘째, 양부모가정 아동의 학업열의에 영향을 미치는 요인으로 부모관계와 교사관계가 유의미하였고 조손가정 아동의 학업열의에 영향을 미치는 요인으로 교사관계만 유의미한 것으로 나타났다. 셋째, 양부모가정의 경우 부모관계와 교사관계가 자아존중감을 매개로 학업열의에 유의한 영향을 미치고, 조손가정의 경우 교사관계만 자아존중감을 매개하여 학업열의에 유의한 영향을 미치는 것으로 나타났다. 결론: 본 연구의 분석결과를 기반으로 연구의 시사점과 조손가정과 양부모가정에 따라 아동의 학업열의를 높이기 위한 개입 방안을 제안하였다.Objectives: The purpose of this study is to examine the relationship between children’s levels of academic engagement and family type. Children from families led by grandparents are compared to those from families led by parents. Relationships with parents, teachers, and peers are explored. Self-esteem is also assessed. Methods: A total of 649 elementary and middle school students (75 of students from grandparent-led and 574 of students from parent-led families, respectively) drawn from the Korean Children and Youth Panel (2018) data set were employed to analyze. STATA 17.0 was used to demonstrate the correlation and mediating effect analysis. Results: The results of this study are as follows. First, the academic engagement of children in parent-led families was higher than the academic engagement of children in grandparent-led families (t=2.68. p<.01). Second, children’s relationships with parents and teachers significantly affected academic engagement in parent-led families, while only children’s relationships with teachers affected academic engagement in grandparent-led families (β=.51, p<.001). Third, the mediating effect of self-esteem in the relationships between children’s relationship with parent and teacher and the academic engagement in parent-led families was statistically significant. In addition, self-esteem was a mediator between children’s relationship with teacher and academic engagement (β=.28, p<.05). Conclusions: The findings of this study confirm that children’s relationships with important adults in their lives have a significant influence on their academic engagement. Differentiated approaches to promote children’s academic engagement are needed according to household type.