모 애착이 고지능·고성취 청소년의 학교적응에 미치는 경로: 자아존중감과 공감의 매개효과

초록

This study aimed to examine the structural relationships among maternal attachment, self-esteem, empathy, and school adjustment in high-ability and high-achieving middle school students. Data from the 13th and 14th waves of the Panel Study on Korean Children (PSKC) were analyzed. The final sample consisted of 67 first-grade middle school students (top 3.1%) who met the following criteria: intelligence quotient (IQ) of 120 or higher, academic performance rated as “top-level,” and a perseverance score of 3.47 or above. The results revealed that higher levels of perceived maternal attachment were associated with increased self-esteem among high-ability and high-achieving students. In turn, higher self-esteem was linked to enhanced empathy. Furthermore, empathy significantly contributed to better school adjustment. Notably, the relationship between maternal attachment and school adjustment was found to be fully mediated by self-esteem and empathy in sequence. That is, maternal attachment influenced school adjustment positively through a dual sequential mediating pathway involving self-esteem and empathy. These findings provide important insights for understanding the school adjustment processes of high-ability and high-achieving adolescents and offer a foundational basis for developing tailored intervention strategies and programs aimed at enhancing their school adjustment competencies.

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