청소년의 초기 부적응 도식과 학교 부적응 간의 관계에서 자기조절과 메타인지의 순차적 매개효과

초록

The purpose of this study was to verify correlation between early maladaptive schema, self-regulation, metacognition, and school maladjustment and to investigate the sequential mediating effects of self-regulation and metacognition in the relationship between early maladaptive schema and school maladjustment of adolescents. For this, a questionnaire survey was conducted on 447 students enrolled in middle and high schools located in S-gun, Gyeongsangnam-do, South Korea. All the major four variables had significant correlations. The correlation between early maladaptive schema and school maladjustment was positively correlated but self-regulation and metacognition showed negatively correlation with school maladjustment. In addition, the sequential mediating effects of self-regulation and metacognition in the relationship between early maladaptive schema and school maladjustment of adolescents were identified as significant. From the results of the study it is confirmed that self-regulation and metacognition are important variables to correct school maladjustment of adolescents. Based on these results, implication on the development of programs that enhance self-regulation and metacognition in adolescents, limitations of the study and tasks for the future were proposed.

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