청소년의 주관적 사회경제적 지위와 학교적응의 관계에서 자아존중감과 학업 스트레스의 순차적 매개효과

초록

The purpose of this study was to examine the sequential mediating effects of self-esteem and academic stress in the relationship between subjective socioeconomic status (SSS) and school adjustment among adolescents. Data was drawn from the 14th wave (2021) of the Panel Study of Korean Children (PSKC), and 1,201 first-grade middle school students were analyzed using SPSS 23.0 and PROCESS Macro 4.3 (Model 6). The results indicated that SSS was significantly and positively associated with school adjustment. Self-esteem and academic stress each showed significant individual mediating effects, and their sequential mediating effects were also statistically significant. Specifically, higher SSS was associated with higher self-esteem and lower academic stress, which in turn were related to higher levels of overall school adjustment. These findings suggest that, unlike objective socioeconomic status (SES), individuals’ perceived socioeconomic position may exert a more direct influence on adolescents’ psychological adjustment processes. Furthermore, considering the structural and hierarchical nature of socioeconomic status, the results highlight the need for school-based preventive and intervention support systems to promote school adjustment among adolescents.

키워드