Effects of Factors on School Achievement and Self-directedness Development of Middle School Students –Focused on Mothers’ Social Support
Abstract
This study aimed to analyze the effects of factors on school achievement and self-directedness of middle school students using a path model. In particular, it examined the hypothesis that the mother’s social support functions as a mediator between the temperament of adolescents and their school achievement and self-directedness development. We tried to seek and analyze factors affecting the social support provided by mothers. To achieve the research goals, a total of 116 middle school students (male=57, female=59) and their mothers were assessed through the TCI (the Temperament and Character Inventory), the Junior-TCI, Questionnaire on Parental Social Support, and a questionnaire about school records. As a result, we determined that the mother’s social support was influenced only by the financial status among a total of 20 variables concerning the mothers’ and children’s personal and demographic information. Under variables related to the mothers’ social support, the informational support was especially related to the adolescent’s school achievement and self-directedness. In the analysis of the path model, the family’s financial status had a significant yet indirectly positive effect on the adolescent’s school achievement and a simultaneous indirect, negative effect on their self-directedness through the mother’s informational support mediator. However, there was no mediating effect of a mother’s social support between the adolescent’s novelty seeking temperament, and their school achievement or self-directedness. This outcome was interpreted to mean that the mothers’ social support, for the researched group, is not affected through the children’s reactions.
- keywords
- 학업성취, 자율성 발달, 사회적 지원, 자극추구, 경로분석, school achievement, personality development, social support, novelty seeking, self-directedness, path model
Reference
김의철, 박영신 (1999). 한국 청소년의 심리, 행동특성의 형성: 가정, 학교, 친구, 사회영향을 중심으로. 한국교육심리학회, 교육심리연구, 13(1) 99-142.
김의철, 박영신, 김의연 (2010). 스트레스, 우울, 자살의 이해와 예방: 스트레스와 우울에 대한 부모의 사회적 지원, 어려움 극복 효능감, 스트레스관리 교육의 영향. 초.중, 대학생 집단을 중심으로. 한국심리학회지: 사회문제, 16(2), 197-219.
남순현, 임소영 (2006). 부모의 언어학대와 양육태도가 청소년기 심리사회적 적응에 미치는 영향. 한국심리학회지: 임상, 25(4), 953-967.
문수백 (2009). 구조방정식 모델링의 이해와 적용. 서울: 학지사.
민병배, 오현숙, 이주영 (2007). 기질 및 성격검사 메뉴얼. TCI-Family Manual. 서울: 마음사랑.
박영신, 김의철 (2002). 한국사회의 교육적 성취: 현상과 심리적 기반. 교육심리연구, 16(4), 325-351.
박영신, 김의철 (2009). 한국 청소년의 행복: 심리적, 관계적, 경제적 자원과 학업성취의 영향. 한국심리학회지: 사회문제, 15(3), 399-429.
박영신, 김의철, 정갑순 (2004). 한국 청소년의 부모자녀관계와 성취에 대한 종단연구: 자기효능감과 성취동기를 중심으로. 사회문제, 10(3), 37-59.
박영신, 김의철, 탁수연 (2002). IMF시대 한국학생과 성인의 성공에 대한 의식: 토착심리학적 분석. 한국심리학회지: 사회문제, 8(1), 103-139.
봉미미, 김혜연, 신지연, 이수현, 이화숙 (2008). 한국청소년의 학습동기에 영향을 미치는 사회문화적 요인 탐색. 한국심리학회지: 사회문제, 14(1), 319-348.
오현숙, 민병배 (2004). 기질 및 성격 검사 메뉴얼. 청소년용. 서울: 마음사랑.
이은우 (2006). 중학생 가정의 소득 및 사교육이 성적에 미치는 영향. 청소년학 연구, 13(6), 247-273.
이화순 (2003). 중학생이 지각한 부모의 양육태도에 따른 학업성적 차이연구. 아동교육, 12(2), 137-150.
정진경, 오경자, 문경주, 조아라, (2005). 부모와의 관계에 대한 청소년의 지각과 비행: 정서적 자율성과 행동적 자율성의 매개효과. 한국심리학회지: 임상, 24(4), 755-770.
조의준 (2009, 05, 06). 위기에 강한 한국의 저력: 교육열 세계 최고. 미국 내 유학생 수 한국이 1위. 조선일보. http://www.businessnews.chosun.com에서 2001, 5, 6 인출.
추상엽, 임성문 (2007). 가족구조와 고등학생의 학업성취간의 관계: 부모소득, 학업지원행동의 매개효과와 지연행동의 조절효과. 교육심리연구, 21(3), 497-512.
헤럴드경제 (2010, 01, 05). 헤럴드포럼: 새해교육에 소망한다. http://biz.heraldm.com에서 2010, 1, 5 인출.
Beyers, W., & Goossens, L. (1999). Emotional autonomy, Psychological adjustment and parenting: interactions moderatin and mediating effects. Journal of Adolescence, 22, 753-769.
Beyers, W., Goossens, L., Vansant, I., & Moors, E.. (2003). A structural model of autonomy in middle and late adolescence: connectedness, separation, detachment and agency. Journal of youth and adolescence, 32(5), 351-365.
Blos, P. (1983). Adolescence. Stuttgart: Klett-Cotta.
Chou, K. L. (2000). Emotional autonomy and depression among Chinese adolescents. The Journal of Genetic Psychology, 161(2), 161-168.
Chou, K. L. (2003). Emotional autonomy and problem behavior among Chinese adolescents. The Journal of Genetic Psychology, 164(4), 1105-1117.
Cloninger, C. R. (1999). A new conceptual paradigm from genetics and psychobiology for the science of mental helth. Aust N Z J Psychiatry, 33, 174-86
Cloninger, C. R., Przybeck, T. R., Svrakic, D. M., & Wetzel, R. D. (1994). The Temperament and Character Inventory (TCI): A Guide to its Development and use. St. Louis, Missouri.
Cloninger, C. R. & Svrakic, D. M. (1997). Integrative Psychobiological approach to psychiatric assessment and treatment. Psychiatry, 60, 120-141.
Cohen, S., & Hoberman, H. M. (1983). Positive events and social support as buffers of life change stress. Journal of Applied Social Psychology 13, 99-125.
Costa, P. T. Jr., & McCrae, R. R. (1985). The NEO Personality Inventory Manual. Odessa: Psychological Assessment Resources.
Dollinger, S. J. (1991). Personality and performance in “personality”: Conscientiousness and openness. Journal of Research in Personality, 25(3), pp.276-284.
Erikson, E. H. (1977). Identitaet und Lebenszyklus. Frankfurt: Suhrkamp.
Eysenck, H. J. (1970). The structure of human personality (3rd ed.). London: Methuen.
Fishbein, M. & Aizen, I. B. (1975). Attitude Intension and Behavior: An Introduction Theory and Research Reading. Massachusetts: Addison-Wesley.
Garnefski, N., & Diekstra, R. (1996). Perceived social support from family, school, and peers: relationship with emotional and behavioral problems among adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 35(12), 1657-1664.
Greenberger, E. (1984). Defining psychosocial maturity in adolescence. In P. Karoly & J. Steffen (Eds.), Adolescent behavior disorders: Foundations and contemporary concerns. (pp.54-81). Lexington, MA: Heath.
Goldberg, L. R. (1981). Language and individual differences: The search for universals in personality lexicons. In L. Wheeler (Ed.), Review of personality and social Psychology. pp.141-165.
Goldberg, L. R. (1993). The Structure of phenotypic traits. American Psychologist, 48, 26-34.
Goth, K. (2000). Konstruktvalidierung des JTCI. unveroeffentlichte Diplomarbeit, J.W. Goethe Universitaet Frankfurt/M.
Havighurst, R. (1948). Developmental tasks and Education. Mckay, New York.
Harold, G. T., Fincham, F. D., Osborne, L. N., & Conger, R. D. (1997). Mom and Dad are at it again: Adolescent Perceptions of Marital Conflict and Adolescent Psychological Distress. Development Psychology, 33, 333-350.
Helsen, M., Vollebergh, W. & Meeus, W. (2000). Social support from parents and friends and emotional problems in adolescence. Journal of Youth and Adolescence 29(3), 319-335.
Hendry, L. B. (1993). Crowing up and Going out. Aberdeen: Aberdeen University Press.
Hurlock, E. B. (1973). Transition in Family Relationships in Adolescent Development. McGrawHill Kogakusha, Ltd.
Kim, U. (1996). Illness behavior pattern of Korean Nationals. Korean-Canadians, Korean-Americans, and Korean-Japanese. 한양대학교 정신건강연구소 학술세미나. 주제: 질병행동과 정신건강.
Lamborn, S. D., & Steinberg, L. (1993). Emotional autonomy redux: revisiting Ryan and Lynch. Child Development, 64, 483-499.
Landgraf, J. (2003). Emotionale Abloesung im Jugendalter: Ein Methodenstudie. Unveroeffentlichte Magistarbeit, Universitaet Leipzig.
Marsche, J. G. (2003). Familienbeziehungen zwischen Schule und Ausbildung. Muenster: Waxmann.
Newcomb, M. D., & Bentler, P. M. (1988). Consequences of Adolescent Drug Use: Impact on the Lives of Young Adults. Newbury Park, CA: Sage.
Noom, M. J. (1999). Adolescence Autonomy: Characteristics and correlates. Delft, The Netherlands: Eburon.
Overbeek, G., Have, M., Vollebergh, W., & Graaf, R. (2007). Parental lack of care and overprotection: Longitudinal associations with DSM-III-R disorders. Social Psychiatry and Psychiatric Epidemiology, 42, 87-93
Ryan, R. M., & Deci, E. L. (2000). Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-bing. American Psychologist, 55(1), 68- 78.
Schmitz, M. F., & Baer, J. C. (2001). The vicissitudes of measurement: a confirmatory factor analysis ofn the Emotional Autonomy Scale. Child Development, 72, 207-219.
Steinberg, L., Dornbusch, S., & Brown, B. (1992).Ethnic differences in adolescent achievement in ecological perspective. American psychologist, 47, 723-729.
Steinberg, L., & Silverberg, S. B. (1986). The Vicissitudes of autonomy in early adolescence. Child Development, 57, 841-851.
Symonds, P. M. (1949). The dynamics of parent-child relationship. New York: Bureau of Publications, teachers college, Colombia University.
Westerman M. A., & La Luz, E. J. (1995). Marital adjustment and children's academic achievement. Merrill-Palmer Quarterly, 41, 453-470.
Zhang, L. (2003). Dose the big five predict learning approaches? Personality and Individual Differences, 34(8), 1431-1446.
- Downloaded
- Viewed
- 0KCI Citations
- 0WOS Citations