또래놀이행동과 학업수행능력 간의 관계에서 집행기능곤란의 매개효과

The Mediating effect of difficulty in executive function in the relationship between peer play behavior and academic performance ability

본 연구는 만 5세반 재원 시기 또래놀이행동과 초등학교 2학년 시기 학업수행능력 간의 관계에서 초등학교 1학년 시기 집행기능 곤란의 매개효과를 검증하는 데 그 목적이 있다. 연구대상은 육아정책연구소의 한국아동패널 7차 년도(2014년), 8차 년도(2015년), 9차 년도(2016년)에 참여한 아동 총 658명이었다. 변인별 조사 시점에 따라, 또래놀이행동은 7차 데이터를, 집행기능곤란은 8차 데이터를, 학업수행능력은 9차 데이터를 사용하였다. SPSS 26.0을 사용하여 Pearson 상관분석을 실시하였고, SPSS process macro를 사용하여 매개효과 분석을 실시하였으며, 매개경로의 유의성 검증을 위해 부트스트랩(bootstrapping)을 실시하였다. 연구 결과를 살펴보면 첫째, 또래놀이행동의 모든 하위 변인과 집행기능곤란 및 학업수행능력 간에는 유의미한 정적 또는 부적 상관관계가 있는 것으로 나타났다. 둘째, 또래놀이행동과 학업수행능력과의 관계에서 집행기능 곤란의 매개효과를 살펴본 결과, 집행기능 곤란은 놀이상호작용과 학업수행능력과의 관계에서 완전 매개를, 놀이방해와 학업수행능력과의 관계에서 완전 매개를, 놀이단절과 학업수행능력과의 관계에서 부분 매개를 하는 것으로 나타났다. 이러한 결과는 아동의 학업수행능력의 증진을 위해서 유아기 긍정적인 또래놀이행동을 장려하는 것과 집행기능 곤란을 낮추는 것의 중요성을 시사한다.

The purpose of this study was to examine the mediating effect of the difficulty in executive function in the first year of elementary school on the relationship between peer play interaction in 5-year-olds and the academic performance ability in the second year of elementary school. A total of 658 children who participated in the seventh year (2014), eighth year (2015) and ninth year (2016) of the Panel Study on Korean Children Questionnaire was included in this study. According to the time of investigation by variable, the 7th data were used for peer play interaction; the 8th data were used for difficulty in executive function, and the 9th data were used for academic performance ability. Pearson correlation analysis was performed using SPSS 26.0; mediating effect analysis was performed using SPSS process macro, and bootstrap was performed to verify the significance of the mediating pathways. Looking at the results of the study, first, it was revealed that there were significant positive or negative relationships between the sub-areas of peer play interaction and total academic performance ability, and difficulty in executive function sub-areas of peer interaction. Second, as a result of examining the mediating effect of difficulty in executive function in the relationship between peer play behavior and academic performance, difficulty in executive function was completely mediated in the relationship between play interaction and academic performance, and the relationship between play interference and academic performance. It was found that there was a complete mediation in the relationship, and a partial mediation in the relationship between play disconnection and academic performance. These results suggest the importance of encouraging positive peer play behaviors in early childhood and lowering difficulties in executive function for the improvement of children"s academic performance.