본 연구의 목적은 자아존중감이 학교적응에 영향을 미치는데 있어 또래애착과 교사애착의 매개효과를 동시에 살피고 그 영향을 학교급별로 분석하여 비교하는 것이다. 본 연구는 사회연결망분석(social network analysis) 프로그램인 클래스넷(ClassNet)의 자료를 활용하였다. 클래스넷(ClassNet)은 웹에 접속하여 자기보고식 형식으로 응답하는 웹기반 프로그램이다. 본 연구에서는 초등학교 4학년부터 고등학교 3학년 남녀 학생 2,525명의 대규모 데이터를 활용하여 분석했다. 본 연구의 변인은 자아존중감, 교사애착, 또래애착, 학교적응이다. 잠재변인과 측정변인 간의 관련성을 살펴보기 위해 상관분석을 실시한 결과, 학교적응의 측정변인인 자아존중감, 교사애착, 또래애착은 모든 변인과 유의미한 정적 상관이 있었다. 자아존중감에서 교사애착과 또래애착을 거쳐 학교적응으로 가는 매개효과의 통계적 유의성을 부트스트래핑 방법을 사용하여 검정한 결과 또래애착의 매개효과는 유의하게 나타나지 않았으나 교사애착의 매개효과는 통계적으로 유의미하게 나타났다. 자아존중감이 학교적응에 미치는 과정에서 또래애착의 매개효과는 초등학생만 유의하게 나타났으며 중학생과 고등학생은 유의하지 않았다. 특히 고등학생의 경우 자아존중감이 교사애착을 거쳐 학교적응으로 가는 매개효과가 높게 나타났다.
The purpose of this study is to examine the mediating effects of peer attachment and teacher attachment at the same time in the influence of self-esteem on school adaptation, and to analyze and compare the effects by school level. This study used data from ClassNet, a social network analysis program. ClassNet is a web-based program that accesses the web and responds in a self-report format. In this study, data of 2,525 male and female students from the 4th grade of elementary school to the 3rd grade of high school were analyzed. The variables of this study are self-esteem, teacher attachment, peer attachment, and school adaptation. As a result of conducting a correlation analysis to examine the relationship between the latent variable and the measured variable, self-esteem, teacher attachment, and peer attachment, which are the measurement variables of school adaptation, had significant positive correlations with all variables. In order to examine whether self-esteem and school adaptation mediate teacher attachment and peer attachment, a research model was set up as a direct path through which self-esteem affects school adaptation, an indirect route mediating teacher attachment, and an indirect route mediating peer attachment. As a result of conducting the test, it was confirmed that a significant positive effect appeared among all variables. As a result of testing the statistical significance of the mediating effect from self-esteem to teacher attachment and peer attachment to school adaptation using the bootstrapping method, the mediating effect of peer attachment was not significant, but the mediating effect of teacher attachment was statistically significant. This means that teacher attachment is a variable that indirectly affects self-esteem and school adaptation, and it means that school adaptation can be enhanced only when teacher attachment is raised. In order to conduct an analysis between groups based on differences in school level in the path of self-esteem leading to teacher attachment, peer attachment, and school adaptation, a multi-group analysis was conducted by dividing into elementary, junior high, and high school levels. All of these paths to school adaptation were statistically significant, and the path to self-esteem was high. In middle school students, the path from teacher attachment to school adaptation was significant, but the path from peer attachment to school adaptation was not significant, and self-esteem was higher in the path to peer attachment and school adaptation. In high school students, the path from peer attachment to school adaptation was not significant, but the path from teacher attachment to school adaptation was significant and high. In order to confirm the mediating effect of each school level, the statistical significance of the double mediating effect through teacher attachment and peer attachment in the relationship between self-esteem and school adaptation was tested using the bootstrapping method. As a result, the mediating effect of teacher attachment was significant at all school levels. In the process of self-esteem on school adaptation, the mediating effect of peer attachment was significant only in elementary school students, but not in middle and high school students. In particular, in the case of high school students, the mediating effect of self-esteem through teacher attachment to school adaptation was high. Through these results, it was confirmed again that it is important to first increase the self-esteem of children and adolescents in order to increase school adaptation. This is because high self-esteem directly affects school adaptation, and high self-esteem increases peer attachment and teacher attachment. However, in order for self-esteem to appear more effectively as a positive influence on school adaptation, the mediating effect of attachment is important. Above all, it should be noted that the mediating effect of each school level is different. Since both peer attachment and teacher attachment are important in elementary school, more careful attention and management are needed for positive relations and support with teachers and for the formation of smooth relations with peers. On the other hand, in the case of middle school, it can be seen that various activities to increase self-esteem and relationship and support with teachers are important. For middle school students, self-esteem directly affects school adaptation, and attachment with teachers has a mediating effect. In high school, the role of teachers is important. Teachers should try to adjust the classroom atmosphere and create a school environment in which students can create positive attachments with teachers through various interests and management, such as providing expectations, support and information to students. In order to help students adapt to school, the role of teachers is important in both elementary, middle and high school. In the case of high school, attachment to teachers is more important because of the high academic stress and anxiety caused by career paths and progression. As such, in the relationship between self-esteem and school adaptation, high self-esteem is a primary factor in student adaptation to school. However, in order for self-esteem to have a positive effect on school adaptation, the mediating effect of peer attachment and teacher attachment and school level It can be seen that it is important to reflect the difference and increase it efficiently.
