초등학교 아동이 지각한 6학년 학업성취에 대한 4학년 학업성취의 예측: 5학년 자아존중감 및 학습행동조절의 순차적 매개효과

초록

Objective: The current study aimed at examining the mediation effects of children’s self-esteem and self-control in learning between perceived academic achievement at 4th grade and 6th grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the 4th to the 6th wave data of the ‘2010 Korea Children and Youth Panel Survey (KCYPS)’ by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at 4th grade influenced children’s self-esteem and self-control in learning at 5th grade. Children’ self-esteem and self-control in learning subsequently predicted perceived academic achievement at 6th grade. Children’s self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children’s self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at 4th grade and at 6th grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

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