중학생이 지각하는 부모의 감독과 성장신념이 학교생활 적응에 미치는 영향: 다변량 잠재성장모형을 이용한 종단분석

초록

This study examined the longitudinal relationships among parental monitoring, growth mindset, and school adjustment to provide evidence for supporting adolescents’ school adaptation. The sample included 5,075 middle school students from the Gyeonggi Education Panel Study, and a multivariate latent growth model (LGM) was employed. Results indicated that all three variables declined over time, with individual differences in initial levels and rates of change. Initial parental monitoring positively predicted both growth mindset and school adjustment, with growth mindset mediating this relationship. Regarding developmental changes, decreases in parental monitoring over time were associated with smaller declines in school adjustment, suggesting that sustained high levels of parental monitoring may not always facilitate adaptation. In addition, increases in growth mindset mitigated reductions in school adjustment and positively influenced changes in adjustment over time. These findings underscore the need to consider developmental trajectories in educational and policy interventions for middle school students.

키워드