본 연구의 목적은 아동․청소년을 대상으로 부모학업성취압력과 학습몰입의 관계에서 학업스트레스와 학업정서의 매개효과를 검증하는 데 있다. 이를 위해 초․중학교에 재학 중인 남녀학생 1,233명을 대상으로 설문조사를 실시하였고, 탐색적 요인분석과 측정모형 검증을 통해 부모학업성취압력과 학습몰입과의 관계에서 학업스트레스와 학업정서의 매개효과를 검증하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 주요변인들 간 상관관계 분석결과는 부모학업성취압력과 학습몰입, 학업스트레스, 학업정서는 정적상관, 학업스트레스와 학업정서, 학업정서와 학습몰입은 학업정서의 하위분류에 따라 반대의 상관관계를 보였다. 둘째, 부모학업성취압력과 학습몰입의 관계를 학업스트레스(기대비교상황)가 매개하였고 부모학업성취압력은 학업스트레스(정서신체반응, 기대비교상황)와 학업정서 중 긍정정서(희망, 즐거움)에 이중 매개되어 학습몰입 효과를 나타냈다. 이러한 연구결과를 바탕으로 주요 시사점과 제언 및 한계점을 논의하였다.
The purpose of this study was to examine the mediating effects of academic stress and academic emotion in the relationship between parents academic achievement pressure and learning flow among children and youths. For this purpose, a survey was conducted on 1,233 elementary and middle school students to collect data, and an exploratory factor analysis and measurement model verification were conducted. The principal results of this study are as follows. First, as a result of the correlation analysis among the main variables, it was shown that there was a positive relationship between parents academic achievement pressure, learning flow, academic stress and academic emotion, and there was a negative relationship between academic stress and academic emotion, and between academic emotion and learning flow, according to the sub-classification of academic emotion. Second, academic stress (expected comparative situation) mediated the relationship between parental academic achievement pressure and learning flow, and parental academic achievement pressure dual mediated the academic stress (emotional body response, expected comparative situation) and positive emotion (hope, pleasure) among academic emotions, showing the learning flow effect. Based on the results of this study, the implications, suggestions, and limitations were discussed.
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