3세 유아의 가정양육환경, 6세 유아의 사회적 유능감, 초등 1학년 학업수행능력, 초등 1학년 외현화 문제행동 간의 구조분석

초록

This study examined the structural relationships between the home nurturing environment of 3-year-olds, the social competence of 6-year-olds, the academic performance ability of first-grade students, and the externalizing problem behavior of first-grade students. For this purpose, this study used data from the fourth, seventh, and eighth years of the Panel Study on Korean Children. AMOS 26.0 was used to analyze the structural relationships between the variables, and the bootstrapping method was used to analyze mediating effects. First, the home nurturing environment had a direct positive effect on social competence. Second, the home nurturing environment showed a direct positive effect on academic performance ability and a direct negative effect on externalizing problem behavior. Third, social competence had a direct positive effect on academic performance and a direct negative effect on externalizing problem behavior. Fourth, social competence had a mediating effect on the influence of the home nurturing environment with respect to academic performance ability. Fifth, social com petence had a mediating effect on the influence of the home nurturing environment for externaliz ing problem behavior. The results of this study suggest that for children to smoothly perform basic learning and to prevent problem behaviors after entering elementary school, parents should provide a high-quality home nurturing environment, and teachers should support social development

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