초등학교 6학년의 주관적 학업성취도가 학업열의에 미치는 영향: 자아존중감과 사회적 위축의 순차적 매개효과와 성별의 조절된 매개효과

초록

Purpose: This study examined the effect of sixth-grade students’ subjective academic achievement on academic engagement and investigated the serial mediating roles of self-esteem and social withdrawal, as well as the moderated mediation effect of gender. Methods: Data were drawn from the third wave (2020) of the Korean Children and Youth Panel Survey 2018 (KCYPS 2018), including 2,321 sixth-grade students. Descriptive statistics, correlation analyses, and serial mediation and moderated mediation analyses were conducted using the jamovi. Results: Subjective academic achievement had a significant direct effect on academic engagement, and a significant indirect effect sequentially mediated by self-esteem and social withdrawal. The moderated mediation analysis indicated that the direct effect of subjective academic achievement was more pronounced among boys, whereas the mediating pathway through self-esteem was more influential among girls. Conclusion: The findings suggest that academic intervention programs for students in the elementary school transition period should integrate cognitive support with social–emotional learning programs aimed at enhancing self-esteem and reducing social withdrawal. Furthermore, student-centered integrated support strategies that reflect gender-specific psychological pathways are recommended.

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