인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
개인구독
소속 기관이 없으신 경우, 개인 정기구독을 하시면 저렴하게
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지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록·키워드
Objectives: Relationships with people in the immediate environment can significantly influence children’s development. Focusing on children’s relationships with parents, teachers, and peers, this study adopted a person-centered approach to examine children’s different relationship profiles and how those profiles are related to their psychological and academic adjustment. Most previous studies have tested the effects of these relationships in isolation.
Methods: The study sample was 6,784 sixth graders (3,326 boys, 3,458 girls) attending elementary schools who had participated in Wave 2 of the Korea Educational Longitudinal Study2013. The data were analyzed through latent profile analysis. Wald X2 tests (DU3STEP) were used to test the profiles’ relations with mental health, academic stress, academic motivation, and academic achievement.
Results: Four unique profiles of children’s relationships emerged: ‘high overall’ (29.0%), ‘middle overall’ (41.1%), ‘low overall’ (26.5%), and ‘low overall/lowest teacher-student relationship’ (3.4%). The high overall group showed significantly higher adjustment across all indices compared to the other three groups. The middle overall group also showed significantly better adjustment compared to the low overall and low overall/lowest teacher-student relationship groups across all indices except for controlled motivation. The low-overall group showed significantly lower academic stress compared to the lowoverall/lowest teacher-student group.
Conclusion: Children experience different relationships in their immediate environment simultaneously. This study highlighted the need to focus on the quality of children’s relationships in different contexts and their impact on children’s psychological and academic adjustment. Relationships with teachers, which showed the most noticeable differences across the profiles, should be emphasized.
Methods: The study sample was 6,784 sixth graders (3,326 boys, 3,458 girls) attending elementary schools who had participated in Wave 2 of the Korea Educational Longitudinal Study2013. The data were analyzed through latent profile analysis. Wald X2 tests (DU3STEP) were used to test the profiles’ relations with mental health, academic stress, academic motivation, and academic achievement.
Results: Four unique profiles of children’s relationships emerged: ‘high overall’ (29.0%), ‘middle overall’ (41.1%), ‘low overall’ (26.5%), and ‘low overall/lowest teacher-student relationship’ (3.4%). The high overall group showed significantly higher adjustment across all indices compared to the other three groups. The middle overall group also showed significantly better adjustment compared to the low overall and low overall/lowest teacher-student relationship groups across all indices except for controlled motivation. The low-overall group showed significantly lower academic stress compared to the lowoverall/lowest teacher-student group.
Conclusion: Children experience different relationships in their immediate environment simultaneously. This study highlighted the need to focus on the quality of children’s relationships in different contexts and their impact on children’s psychological and academic adjustment. Relationships with teachers, which showed the most noticeable differences across the profiles, should be emphasized.
본문·목차
인공지능 문자 인식 모델을 통해 추출된 텍스트로, 일부 오타나 오류가 포함될 수 있으나 지속적으로 개선 중입니다.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
오류를 발견하셨다면 해당 부분을 드래그한 후 ' 를 통해 신고해주세요.
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UCI(KEPA) : I410-ECN-0101-2019-598-000923226
