• Human Ecology Research
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• 제53권5호
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• pp.503-517
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• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• 한국보육지원학회지
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• 제13권2호
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• pp.21-37
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• 2017

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 $4^{th}$ grade and $6^{th}$ 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 $4^{th}$ to the $6^{th}$ 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 $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ 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 $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

• 한국농촌생활과학회지
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• 제10권1호
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• pp.7-19
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• 1999

The purpose of this study was to analyze effects of the mother's child-rearing patterns on children's academic achievement with respects to ‘understanding of family and work’ area in Practical Arts Education related to the 7th revision on the Curriculum of the Elementary School. The questionnaire was used for the survey. The subjects were 200 mother-child (total of 400) randomly chosen from 4 elementary schools in Seoul. Data were analyzed by frequencies, percentages, averages, standard deviations, Pearson's correlation coefficients, t-tests and one-way ANOVA's using the SPSS/PC＋ program. The results of this study were summarized as follows : The correlation between income in their home and their children's academic achievement did not analyze because of the omitting record in their questionnaire. The relations between the patterns of mother's child-rearing and children's academic achievement by children's sex and by grade were examined. But in this study, these relations scarcely have significant differences between the children's academic achievement and their mothers' child-rearing pattern except between being significant reject-sanctions type of mothers' child-rearing and the children's academic achievement. However, the child-rearing patterns of mothers which children and their mothers think were similar, then the high correlations were found between their patterns.

• 한국사회복지학
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• 제61권4호
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• pp.287-306
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• 2009

본 연구에서는 서울아동패널 1-3차년도 자료를 이용하여 학교만족도가 학업성취에 미치는 영향을 분석하였다. 특히 본 연구는 학업성취와 학교만족도 간의 인과관계의 규명에 한 걸음 더 나아가기 위하여 종속변수와 독립변수간의 시간적 순서를 고려한 분석과 자기회귀 교차지연모형을 활용하여 두 변수의 종단적인 관계를 살펴보았다. 분석결과 학교만족도가 학업성취도에 미치는 영향이 보다 유의미한 것으로 나타났다. 이러한 결과는 아동의 학교만족도를 통해 학업성취도 향상을 유인하려는 학교에 기초한 사회복지 지원프로그램의 타당성을 보여주는 것이다.

• 대한가정학회지
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• 제50권5호
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• pp.25-38
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• 2012

Drawing on social and cultural capital theory, the study investigates the influences of social capital and cultural capital on the academic achievement of children in out-of-home care. We collected data from 494 children living in out-of-home services, including institutional care facilities, foster care homes, and group homes. To analyze the collected data, a multiple regression analysis method was used. In addition, the IV (instrumental-variables) estimation was utilized to rule out the possibility of reverse causality. The level of children's social capital was measured through children's relationships with parents and friends, parental monitoring, etc. The level of children's cultural capital was measured by their cultural activities, such as going to museums, and playing musical instruments. Children's personal characteristics and placement history in out-of-home services were used as control variables. We found that among personal characteristic variables, self-esteem, depression and anxiety, and delinquency affected the academic achievement of the children. Cultural capital, but not social capital, positively affected the level of academic achievement of the children. Based on the study results, implications for child welfare practice were discussed.

• 아동학회지
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• 제27권6호
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• 가정과삶의질연구
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• 제24권5호
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• pp.161-174
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• 2006

This study examined different individual and parental factors that affect children's achievement motivation. For an analysis, perceived competence, intrinsic locus of control were included in individual variables. For parental variables, parental support and achievement pressure and marital conflict were examined. The sample consisted of 561 fifth and sixth grade children. Statistics and methods used for the data analysis were Cronbach's alpha, Factor analysis, frequency, percentage, Pearson's correlation, and Hierarchical Regression. Several major results were found from the analysis. First, girl's achievement motivation was higher than boys. No age difference was found between fifth and sixth grade. Second, boy's and girl's achievement motivation had a positive correlation with perceived competence, intrinsic locus of control, parental support and achievement pressure but a negative correlation with parental marital conflict. Third, important variables predicting boy's and girl's achievement motivation were perceived academic competence, parental achievement pressure and perceived social competence. Important variables predicting boy's individual and social oriented achievement motivation were perceived academic competence and parental achievement pressure. On the other hand, important variables predicting girl's individual oriented achievement motivation were perceived social competence, perceived academic competence, intrinsic locus of control and parental achievement pressure. Important variables predicting girl's social oriented achievement motivation were parental achievement pressure, perceived academic competence and mother's support.

• 아동학회지
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• 제25권5호
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• pp.29-40
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• 2004

Three groups of maltreated Korean children (Grades 1 through 3) drawn from Child Protective Services (CPS) agencies were compared to a control group of nonmaltreated children on academic achievement as measured by standardized tests of reading, spelling, arithmetic, and writing. Findings were that maltreated children performed significantly below their nonmaltreated children on the standardized tests, in particular in arithmetic. In first grade, maltreated children did not perform below nonmaltreated children on writing and reading, but maltreated children gradually declined in academic performance in these skills. The older, grade 3, children showed more serious academic problems than the younger children (Grades 1 and 2) on four academic skills. This suggests that early experience of child abuse have a strong affect on children's academic achievement.

• 아동학회지
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• 제17권2호
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• pp.141-161
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• 1996

The purpose of this study was to investigate the effects of self-regulated learning components, such as metacognition, motivation, and learning strategies, on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children, 12 LD children, and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson's product moment correlation coefficient, stepwise multiple regression analysis, and t-test. Results showed that metacognition, motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components, metacognition was the most powerful predictor of academic achievement. For the LD children, the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.

• 한국아동복지학
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• 제55호
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• pp.1-29
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• 2016

본 연구는 서울아동패널 3차년도 데이터를 활용하여 가구소득이 아동의 학업성취에 미치는 영향을 확인하고, 그 과정에서 부모의 시간적 물질적 투자가 매개효과를 지니는지를 살펴보았다. 그 결과, 가구의 소득은 아동의 학업성취에 통계적으로 유의한 정적인 영향을 미치는 것으로 나타났다. 특히 가구소득과 아동 학업성취의 관계를 설명하는 구체적인 매개 경로를 파악하기 위해 부모의 시간적 투자와 물질적 투자가 아동의 학업성취에 미치는 영향을 분석하였다. 그 결과, 부모의 물질적 투자를 나타내는 변수들(인지적 자극물 제공, 교과 외 활동 투자)을 통해 가구소득이 아동의 학업성취에 미치는 영향이 매개되는 것을 확인할 수 있었다. 그러나 부모의 시간적 투자를 나타내는 변수들(부모와의 외부활동, 부모의 학교생활 관여)에서는 통계적으로 유의한 매개효과가 확인되지 않았다. 이러한 결과를 바탕으로 교육불평등에 대한 사회복지 영역에서의 정책적 실천적 개입 방안을 제언하였다.