학술논문
청소년의 사회적 위축 발달 궤적: 친구관계와 교사관계의 동시 및 지연효과
Developmental Pattern of Social Withdrawal in Adolescents: Contemporaneous and Lagged Effects of Peer and Teacher Relationships
Developmental Pattern of Social Withdrawal in Adolescents: Contemporaneous and Lagged Effects of Peer and Teacher Relationships
Document Type
Article
Author
Source
청소년학연구 / Korean Journal of Youth Studies. Jan 31, 2024 31(1):423
Subject
Language
Korean
ISSN
1229-6988
Abstract
본 연구의 목적은 중·고등학교 시기의 사회적 위축의 변화 양상을 살펴보고, 각 시점의 사회적 위축에 대한 친구관계와 교사관계의 동시 및 지연 효과는 어떠한지를 살펴보는 것이다. 이를 위해 KCYPS 2018 자료의 중1 패널 자료 1차년도(중1)에서 5차년도(고2)까지의 자료를 사용하여, 잠재성장모형(Latent growth modeling) 분석을 실시하였다. 또한 학생들의 성별, 가정의 사회경제적 수준, 주관적 학업성취를 변화 궤적의 예측 변인으로 투입하여 초기치와 변화율을 예측하는지 검증하였으며, 마지막으로 사회적 위축을 예측하는 친구관계와 교사관계의 동시효과와 지연효과를 검증하였다. 주요 결과는 다음과 같다. 첫째, 사회적 위축의 변화 양상은 중학생 시기 동안 유지되다가 고등학생 시기에 감소하는 전환기 효과가 나타났다. 둘째, 성별, 가정의 사회경제적 수준, 주관적 학업성취 모두 사회적 위축의 초기치를 유의하게 예측하였고, 사회적 위축 변화는 성별만 유의하게 예측하였다. 셋째, 친구관계는 모든 시점에서 사회적 위축을 예측하는 동시효과가 나타났지만, 교사관계는 중학교 시기에만 동시효과가 나타났다. 넷째, 중학교 1학년의 친구관계만 중학교 2학년 때의 사회적 위축을 예측하는 지연효과가 나타났다. 본 연구는 중·고등학생들의 사회적 위축을 감소시키기 위해 학교급에 따른 차별화된 개입 방안이 필요함을 밝혔다는 것에 의의가 있다.
The primary goal of this study was to investigate the developmental trajectory of social withdrawal during middle and high school periods and to examine the contemporaneous and lagged effects of peer and teacher relationships on social withdrawal at each time point. Data from the first year(7th grade) to the fifth year(11th grade) of the KCYPS 2018 middle school panel were used to conduct a latent growth modeling analysis. In addition, students' gender, family socioeconomic status, and subjective academic achievement were included as predictors of the initial value and change rate of the trajectory. Finally, the study evaluated the concurrent and lagged effects of peer and teacher relationships in predicting social withdrawal. The key findings are as follows: First, the pattern of change in social withdrawal showed a transitional effect, remaining constant during middle school and subsequently decreasing during high school. Second, gender, family socioeconomic status, and subjective academic achievement all significantly predicted the initial level of social withdrawal, but only gender significantly predicted changes in social withdrawal. Third, peer relationships showed contemporaneous effects in predicting social withdrawal at all time points, while teacher relationships only showed contemporaneous effects during middle school. Fourth, only peer relationships in the first year of middle school showed a lagged effect in predicting social withdrawal in the second year. Findings from this study highlight the need for differentiated intervention strategies in schools to reduce social withdrawal in middle and high school students.
The primary goal of this study was to investigate the developmental trajectory of social withdrawal during middle and high school periods and to examine the contemporaneous and lagged effects of peer and teacher relationships on social withdrawal at each time point. Data from the first year(7th grade) to the fifth year(11th grade) of the KCYPS 2018 middle school panel were used to conduct a latent growth modeling analysis. In addition, students' gender, family socioeconomic status, and subjective academic achievement were included as predictors of the initial value and change rate of the trajectory. Finally, the study evaluated the concurrent and lagged effects of peer and teacher relationships in predicting social withdrawal. The key findings are as follows: First, the pattern of change in social withdrawal showed a transitional effect, remaining constant during middle school and subsequently decreasing during high school. Second, gender, family socioeconomic status, and subjective academic achievement all significantly predicted the initial level of social withdrawal, but only gender significantly predicted changes in social withdrawal. Third, peer relationships showed contemporaneous effects in predicting social withdrawal at all time points, while teacher relationships only showed contemporaneous effects during middle school. Fourth, only peer relationships in the first year of middle school showed a lagged effect in predicting social withdrawal in the second year. Findings from this study highlight the need for differentiated intervention strategies in schools to reduce social withdrawal in middle and high school students.