Mediational Effect of Teacher-Student Relationship in the Relationship between Parenting Styles and Social Emotional Learning Competencies

Abstract

부모와 교사는 아동의 사회화 발달 과정에서 중요한 역할을 담당한다. 본 연구는 중학생의 부모양육방식이 교사-학생관계를 매개로 사회정서역량에 미치는 영향에 초점을 두었다. 중국의 1자녀 정책에 대한 연구에 의하면 외동으로 성장한 학생과 형제자매가 있는 학생 간에서 심리적 특성 차이가 있는 것으로 나타났다. 따라서 본 연구는 첫째, 부모양육방식, 교사-학생관계, 사회정서역량 간의 관계를 분석하고, 둘째, 부모양육방식과 사회정서역량의 관계에서 나타나는 교사-학생관계의 매개효과를 검증하고, 셋째, 외동과 형제자매가 있는 학생 집단간에 부모양육방식, 교사-학생관계, 사회정서역량 간의 관계에서 차이가 나타나는지를 검증하고자 하였다. 이를 위해 본 연구에서는 2017년 4월에 중국 산동성 2개 중학교 7, 8, 9학년 학생을 대상으로 설문조사를 진행하였다. 설문조사에 참여한344명 학생 중 126명이 외동 학생이었며 218명이 형제자매가 있는 학생으로 나타났다. SPSS 24.0과 AMOS 24.0을 사용하여 다음 분석을 실시하였다. 첫째, 부모양육방식, 교사-학생관계와 사회정서역량 간의 관련성에 대한 상관분석을 통해 분석을 실시하였다. 둘째, 세 구인 간의 구조적 관계를 구조방정식 모형 분석을 통해 검증하였다. 셋째, 부트스트래핑을 통해 부모양육방식과 사회정서역량 간의 관계에서 교사-학생관계의 매개효과를 확인했다. 마지막으로, 외동 여부에 따라 부모양육방식, 교사-학생관계와 사회정서역량 간의 관계에서 유의한 경로계수 차이가 존재하는지를 확인하기 위해 다집단분석을 실시했다. 본 연구의 결과는 다음과 같다. 첫째, 부모양육방식이 교사-학생관계와 사회정역량에 미치는 영향과 교사-학생관계가 사회정서역량에 미치는 영향이 유의한 것으로 나타났다. 둘째, 부모양육방식과 사회적서역량 간의 관계에서 교사-학생관계의 매개효과가 유의한 것으로 나타났다. 셋째, 외동 여부에 따른 부모양육방식, 교사-학생관계와 사회정서역량 간의 관계에서는 유의한 경로 계수 차이가 존재하지 않았다. 즉, 부모양육방식, 교사-학생관계, 사회정서역량 간의 관계는 학생의 외부 여부에 따라 다르게 나타나지 않았다.;Parents and teachers play a pivotal part in developing children’s socialization. Previous studies have shown that parenting styles, teacher-student relationship, and social emotional learning (SEL) competencies are all interrelated. This study places itself in this sphere of research and is focused on the mediational effects of the teacher-student relationship between parenting styles and SEL competencies. Several studies have suggested that thanks to China’s One Child Policy, only children and children with siblings have gone through different processes of social development. This study has been conducted to identify the relationship among parenting styles, the teacher-student relationship, and SEL competencies. In addition, the differences in the relationship between parenting styles, teacher-student relationship, and SEL competencies depending on student’s sibling status were analyzed, to see if a difference in social development could be discerned. By examining the moderating effect of whether students are only-children or not using multi-group analysis, this paper was able to verify both the differences between only and non-only children and the differences between the path coefficients of each group. To sum up, the purpose of this study was to (a) explore the relationship among parenting styles, teacher-student relationship, and SEL competencies, (b) explore the mediational effect of the teacher-student relationship between parenting styles and SEL competencies, and (c) examine whether there are differences in the path coefficients concerning the link among parenting styles, the teacher-student relationship, and SEL competencies depending on sibling status. To fulfill these aims, a survey was conducted in April 2018 for Grade 7-9 students of two middle schools in Shandong Province, China. 344 students completed the survey, 126 students answering that they were only children, while the remaining 218 students had siblings. I used SPSS 24.0 and AMOS 24.0 to analyze the data. Firstly, correlation analysis was used to verify the correlation of parenting styles, teacher-student relationship, and SEL competencies. Secondly, Structural Equation Modeling analysis was conducted to verify the structural relationship between the three variables. Thirdly, Bootstrapping was conducted to confirm the mediational effect of teacher-student relationship between parenting styles and SEL competencies. Finally, multi-group analysis was conducted to measure whether the path coefficients concerning the link between parenting styles, teacher-student relationship, and SEL competencies differ depending on students’ sibling status. The results of this study are as follows. Structural equation modeling analysis showed that there was a direct path of significant influence from parenting styles to teacher-student relationships and SEL competencies, and from the teacher-student relationship to SEL competencies. The results also showed the mediational effect of the teacher-student relationship between parenting styles and SEL competencies. The multi-group analysis, however, showedthat therewere no differences among the path coefficients in the relationship of parenting styles, teacher-student relationship, and SEL competencies based on students’ sibling status. In conclusion, the present study proves that parenting styles, teacher-student relationship, and SEL competencies are positively related to each other. Additionally, the teacher-student relationship mediates the strong link between parenting styles and SEL competencies. Finally, only children and children with siblings experience no discernible difference in the relationship between the three variables of the study.