부모와의 정서적 교류가 아동의 자기불일치와 학교적응에 미치는 영향

Effects of Parent-Child Affectionate Interaction on Children s Self-Discrepancy and School Adjustment

This study examines the gender effects of the affectionate interaction between parent and child on the latter s self-discrepancy and school adjustment. Subjects 874 primary school students in Chungbuk Province. Data were analyzed using SPSS 12.0 and path analysis was performed using AMOS 7.0. The study reveals the followings results: First, boys adjustment to their class was directly affected by their ability and self-discrepancy in interpersonal and family relationships while that of girls was influenced only by their ability and self-discrepancy in interpersonal relationships. Second, only the parents emotional support in the parent-child affectionate interaction had an effect on boys friendship adjustment. Third, parents non-verbal expressions of affection and emotional support directly influenced boys adjustment to teachers, while that of girls was only guided by parental emotional support. Fourth, in parent-child affectionate interactions involving boys, the parents non-verbal expressions of affection influenced their child s interpersonal relationships, whereas, parents verbal expressions of affection shaped their child s appearance, ability, and interpersonal relationship discrepancy. On the contrary, for girls, parents verbal expressions of affection shaped their child s interpersonal and family relationship discrepancy. Also, parents emotional support affected all self-discrepancy variables, in which differential consequences for boys were found. Fifth, the research revealed that both boys and girls ability discrepancy was an important factor affecting their adjustment to class, that their interpersonal relationship discrepancy the main factor impacting their adjustment to friends, and that boys and girls adjustment to teachers was prominently impacted by their parents emotional support.