The Structural Relationship among Peer Attachment, Ego-identity, and Career Identity Influencing Middle School Students’ School Adjustment
AUTHOR : 문은식
INFORMATION : page. 21~35 / 2015 Vol.22 No.1
The purpose of this study was to investigate the structural relationship among peer attachment,
ego-identity, career identity, and school adjustment in middle school students. Data from the 2012
Korean Children and Youth Panel Survey was analyzed through Structural Equation Modeling (SEM).
The results indicated that the model is appropriate in terms of goodness-of-fit and path significance
based on the validation procedure. The results of the study showed that one exogenous (peer
attachment) and two endogenous (ego-identity, career identity) variables had direct and indirect
influences on middle school students' school adjustment via five pathways, and that the
predictive power for the total variance of school adjustment was 42%. For the total effect, the
most contributive variable to their school adjustment was peer attachment, followed by ego-identity,
and career identity. The findings of the study provide a basic framework for the structural
understanding of middle school students' school adjustment, and for the development of the
intervention strategies to improve the middle school students' school adjustment.