지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 조한익
- 발행연도
- 2016
- 저작권
- 경상대학교 논문은 저작권에 의해 보호받습니다.
이용수8
이 논문의 연구 히스토리 (2)
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초록· 키워드
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The purpose of the study is to verify the causal relationship between emotional problems, academic achievement, and school adjustment among adolescents. The 3-year longitudinal data were collected from the 1st grade korean middle-school students by the Korean Children & Youth Panel Survey. Using autoregressive cross-lagged modeling, the longitudinal relationship between emotional problems, academic achievement, and school adjustment of adolescents were continued from the 2nd grade of middle schools to the 1st grade of high schools with significant stability. In the analysis, emotional problems, academic achievement and school adjustment had stability as the grades went up.
In addition, previous emotional problems turned out to have significant negative effect on the subsequent school adjustment and subjective well-being. Also previous academic achievement turned out to have significant negative effect on the subsequent emotional problems. But previous academic achievement turned out to have significant positive effect on the subsequent school adjustment. The previous school adjustment had significant effect on the subsequent academic achievement.
There were no differences in the longitudinal relationship between school adjustment, academic achievement, and subjective well-being by girls and boys.
Finally, the implication derived from the results, the limitation of this study, and suggestion for following studies were presented.
In addition, previous emotional problems turned out to have significant negative effect on the subsequent school adjustment and subjective well-being. Also previous academic achievement turned out to have significant negative effect on the subsequent emotional problems. But previous academic achievement turned out to have significant positive effect on the subsequent school adjustment. The previous school adjustment had significant effect on the subsequent academic achievement.
There were no differences in the longitudinal relationship between school adjustment, academic achievement, and subjective well-being by girls and boys.
Finally, the implication derived from the results, the limitation of this study, and suggestion for following studies were presented.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 연구문제 4Ⅱ. 이론적 배경 51. 변인들의 개념 52. 변인들 간의 관계 63. 자기회귀교차지연모형 9Ⅲ. 연구방법 121. 연구대상 122. 측정도구 123. 분석방법 14Ⅳ. 연구결과 161. 기술통계 및 상관분석 162. 측정모델의 검증 173. 자기회귀교차지연모형의 검증 184. 다집단 분석 23Ⅴ. 결론 291. 결론 및 논의 292. 제한점 및 제언 31참고문헌 33부록 40
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