가정 및 학교의 자율성 지지 맥락과 아동의 집행기능곤란 및 학업수행능력 간의 구조적 관계

Structural Relationship between Home and School Autonomy Support, Children’s Executive Function Challenges, and Academic Performance

This study examined the parenting behavior characteristics of mothers and fathers as important social context characteristics for children. Furthermore, the study examined whether the relationship between teachers and peers in school could satisfy autonomy. These factors were necessary to verify how parenting behavior characteristics and school social environment affect children’s executive skills. A total of 544 10-year-old children and their parents and homeroom teachers were included in the study. The route model was analyzed for suitability between the mother and father’s autonomy support parenting behavior and the child’s executive function difficulties. After the structural equation model was verified, the mother’s autonomy support parenting behavior was found to negatively affect the child’s difficulty with executive function. Conversely, the father’s autonomy support parenting behavior did not significantly affect the child’s difficulty with executive function. Second, this study found that the characteristics, supported by school autonomy, negatively affected children’s difficulty with executive function. Finally, this study found that difficulties in children’s executive function negatively affected their academic performance. This study is notable in that it provides basic data on improving children’s academic performance by incorporating children’s autonomy support at home and school when assessing their execution functional difficulties and academic performance.