ScholarWorks@숙명여자대학교

초록

This study examined the structural relationships among self-esteem, teacher relationships, peer relationships, parenting attitudes, and life satisfaction, and compared these relationships between 9th-grade and 12th-grade students. Using cohort data from the Korean Children and Youth Panel Survey 2018 (KCYPS 2018), a multi-group structural equation modeling approach was employed. The results showed that in both groups, self-esteem positively predicted teacher relationships, peer relationships, and parenting attitudes, and teacher relationships were positively associated with both parenting attitudes and peer relationships. In the 9th-grade group, self-esteem had a significant indirect effect on life satisfaction through teacher relationships, as well as a significant sequential indirect effect through teacher relationships and parenting attitudes. In contrast, the 12th-grade group showed no significant total indirect effect; however, a significant negative indirect effect emerged through the pathway from teacher relationships to peer relationships and subsequently to life satisfaction. Multi-group comparisons revealed significant differences between the two groups in the pathways from self-esteem through teacher relationships to peer relationships and parenting attitudes. These findings suggest that social relationships influencing life satisfaction vary by developmental stage, underscoring the need for developmentally tailored relationship support strategies.

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