방임, 방과후 학교프로그램 만족도 및 교사지지가 초기청소년의 학업유능감과 또래관계에 미치는 영향

Effects of Neglect, After-school Program Satisfaction and Teachers' Support on Early Adolescents' Academic Competence and Peer Relationships

The purpose of this study was to examine the effects of neglect-experience, after-school program satisfaction and teachers' support on early adolescents' academic competence and peer relationships. The subjects of this study consisted of 633 elementary school and middle school students who lived in Cheongju, Cheongwon and Boeun in Chungbuk province. Data were analyzed with Pearson's correlation and hierarchial regression analysis using SPSS 12.0 program. The results of hierarchical regression analysis showed that neglect-experience and being higher grader were statistically significant in explaining lower positive peer relationships. Higher satisfaction of after-school programs, though, appeared to have a positive effect on peer relationships. It was also shown that neglect-experience, living rural areas and lower economic status of family were statistically significant in explaining lower academic competence. Higher satisfaction of after-school programs and higher support of teachers, though, appeared to have positive effects on academic competence. In conclusion, this study found that early adolescents' neglect-experience had a strong negative impact on the academic competence and peer relationships. As after-school programs satisfaction and teachers' support turned out partially important in reducing negative effect of neglect-experience, supportive systems which help early adolescents' academic adaptation and good peer relationships are urgently needed. In future studies, it is necessary to explore potential buffering or diverse moderating factors which reduce the negative impact of neglect-experience of early adolescents.