부모의 설명제공 및 과잉간섭과 학업성취 간의 관계에서 학업태도의 매개효과

초록

The purpose of this study was to examine the indirect effects of how adolescents’ perceived parental rationale offering(generally autonomy-supportive parenting style) vs. parental intrusiveness(generally controlling parenting style) would predict their objective academic achievement scores, including grades in Korean, Math, and English mediated by their learning attitude. In testing the effects of this autonomy supportive(providing a rationale) vs. controlling(intrusiveness) parental behavior, we proposed the mediating variable of learning attitude, such that perceived parental intrusiveness would diminish adolescents’ learning attitude and hence their school achievement while perceived parental rationale offering would enhance adolescents’ learning attitude and hence their school achievement. Data were drawn from the 6th grade (2015) panel of the Korean Children and Youth Panel Survey(KCYPS) conducted by The National Youth policy Institue(NYPI). Participants were 1,029(560 male, 469 female) Middle school students who were from the 17 KCYPS panel survey participating schools across the nation. Perceived parental intrusiveness, perceived parental rationale offering, attitude towards learning were assessed in 4-point Likert scale. Objective Korean, Math and English scores were provided by participating schools. The results indicated that perceived intrusiveness is generally a controlling parental behavior that counter-productively diminished students’ learning attitude and hence their academic achievement, while perceived rationale offering is generally an autonomy-supportive parental behavior that productively enhanced students’ learning attitude and hence their academic achievement. These findings suggest both effective and ineffective ways that well-meaning parents more or less support their adolescents’ achievement in school.

키워드