수학영재 초등학생의 학업 스트레스 완화에 대한 사회적 지지의 영향: 통제와 가치의 이중 매개효과

초록

This study examined whether control and value mediate the relationship between perceived social support (from parents, teachers, and peers) and academic stress among mathematically gifted sixth-grade students in Korea. Utilizing the second-year data from the Korean Education Longitudinal Study (2013), data from 269 students (top 3.59%; 158 boys, 111 girls) with the highest mathematics achievement scores were analyzed. The key findings are as follows: First, girls reported significantly higher levels of academic stress compared to boys. Second, support from parents, teachers, and peers directly and positively influenced students' perceived value, while peer support and perceived value directly and positively influenced perceived control. Conversely, parental support and perceived control directly negatively influenced academic stress. Finally, there was a significant dual mediating effect of value and control between parental, teacher, and peer support and academic stress. Additionally, control significantly mediated the relationship between peer support and academic stress. These findings underscore the crucial role of social support from parents, teachers, and peers in enhancing students' perceived value and control, thereby effectively reducing their academic stress. The study provides valuable insights and empirical evidence useful for developing strategies to mitigate academic stress among gifted students in Korea.

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