초등학교 1학년 아동의 학교적응 유형화 및 어머니의 교육참여 예측요인 검증

Abstract

Objectives: The purpose of the present study was to investigate the types of school adjustment of children in the first grade and to identify the predictors of mothers’ educational involvement on the children’s school adjustment types. Methods: Data were collected from 144 pairs of mothers and teachers from the Panel Study on Korean Parent Educational Involvement (PSKPEI) in 2018. Preliminary analyses were examined using descriptive statistics. Furthermore, a latent profile analysis and a three-step approach using the Mplus program were conducted to examine the typology of first graders’ school adjustment and to identify the predictors of mothers’ educational involvement. Results: The major findings of this study are as follows: First, the latent profiles of first graders’ school adjustment were classified into three types (mild adjustment difficulties, adequate adjustment, and highlevel adjustment). Second, the probability of being classified into each type differed according to parenting efficacy, educational support activities at home, and teacher-mother relationships among mothers’ educational involvement. In particular, first graders are more likely to belong to the high-level adjustment group compared to those in the mild adjustment difficulties group when mothers have high levels of parenting efficacy, there are educational support activities at home, and there are positiveteacher-mother relationships. Conclusion: These findings empirically confirmed individual differences in first graders’ school adjustment, and suggest the importance of mothers’ educational involvement on their children’s adjustment in their first year at school.