ScholarWorks@숙명여자대학교

초록

Objective: The present study investigated the mediating role of academic failure tolerance on the relations between maternal attachment and students’ academic stress, life satisfaction, and school adjustment. We also examined if the structural differences in the relations exist between low- and high-achieving students. Method: Among 1,227 fifth-grade students from the Panel Study on Korean Children (PSKC) in 2012, 302 low-achieving students (bottom 24.6%) and 326 high-achieving students (top 26.6%) based on the T score of the Korean version of the Child Behavior Checklist (CBCL) were selected and analyzed for the research purpose. Results: Results revealed that academic failure tolerance served as a pathway linking maternal attachment to students’ academic stress, life satisfaction, and school adjustment. Specifically, the mediating effects of post failure action were significant for low-achieving students. Conversely, the mediating effects of preferred task difficulty were significant in the high-achieving group. Results from multigroup structural equation modeling yielded one path from post failure action to life satisfaction was significant only in the low-achieving group but not in the high-achieving group. Conclusions: This study highlights the importance of maternal attachment and academic failure tolerance. The results can be used to inform programs designed to increase low-achieving students’ psychological well-being and school adjustment.

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