초등학교 3학년이 인식한 부모자녀관계와 수리력의 관계: 수학에 대한 태도의 매개효과 검증

초록

The purpose of this research is to structurally analyze the impact of perceived parent-child relationships on numeracy through the mediation of attitudes toward mathematics among 3rd grade elementary school students. To this end, the relationship between parent-child relationships, attitudes toward mathematics, and numeracy was examined, and the mediating effect of attitudes toward mathematics (sub: value perception, interest, confidence, and motivation) was verified in the relations between parent-child relationships and numeracy. This study targeted 1,057 students (female, 50.5%) who responded to the 2nd and 3rd data of Gyeonggi Basic Academic Ability Longitudinal Study, and examined the relations through structural equation modeling for each sub-model, including all variables, and verified the statistical significance of indirect effects using bootstrapping analysis. As a result, first, it was found that there was a positive relations between parent-child relationship, attitudes toward mathematics, and numeracy. Second, it was confirmed that both the overall variable of attitudes toward mathematics and each sub-variable completely mediated the relations between parent-child relationships and numeracy. The results indicate that parental emotional support fosters positive affective attitudes in children, thereby indirectly promoting their numeracy development. This study highlights that positive interactions with parents can be instrumental in enhancing poor affective attitudes, and that the formation of such attitudes acts as a key driving force in the development of numeracy.

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