학업스트레스와 학업자아개념을 매개로 한 부모학업비교행위와 학업성취 간의 경로분석

초록

The purpose of this study was to investigate the structural relationships among parents’ forced social comparison of studies, academic stress, academic self-concept and academic achievement. For this study, 337 high school students in Seoul and Busan are responded in the research survey and path analysis was conducted to analyze the path of variables which children’s academic achievement is affected by. The results were as follows. First, parents’ forced social comparison of studies positively related with academic stress. Also, academic stress negatively related with academic self-concept and academic achievement, but there was positive relation between academic self-concept and academic achievement. Second, academic stress and academic self-concept had mediating effects on the relationships between parents’ forced social comparison of studies and children’s academic achievement. The results of this study indicated that parents’ forced social comparison of studies with others contributes to children’s academic stress and the academic stress leads to negative academic self-concept, finally parents’ social comparison affects negatively children’s academic achievement. This study demonstrated the effects of parents’ forced social comparison of studies on children’s academic achievement by empirical research and suggested the approach to academic counseling and the educational method for parents.

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