ScholarWorks@숙명여자대학교

초록

This study investigated the temporal relationship between peer play interactions at age four, school readiness at age five, school adjustment in first-grade,and academic achievement in second-grade using a structural equation modeling. This study analyzed data from the 6th through 9th years (2013-2016) of the Panel Study on Korean Children (PSKC), based on answers provided by the mothers and teachers of 549 children.The results were as follows: First, peer interaction satage four affected academic achievement in first-grade through school readiness at age five, and affected academic achievement through school adjustment in first-grade. Second, children who had more positive peer interactions at age four had higher school adjustment when they were in first-grade and higher academic achievement when they were in second-grade. Third, it was found that school readiness at age five affected school achievement in second-grade both directly and indirectly through school adjustment in first-grade. This study concludes with a discussion of the implications of the influence of peer play interactions on academic achievement, mediated by school readiness and school adjustment. This study suggests the importance of peer play interactions and the longitudinal indirect effect of peer play interactions on school adjustment.

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