AUTHOR : 정수정,최나야
INFORMATION : page. 121~145 / 2018 Vol.25 No.1
The purpose of this study was to derive the factors of academic achievement of elementary school students and to establish an optimal model among those variables. We compared the fit of four hypothesized models based on previous studies. The subjects of the study were 426 elementary school students in grade 4, 5 and 6. Their academic achievement was evaluated with their final exams. In addition, their parent-child relationship, ego strength, school adaptation, and self-regulated learning ability were measured using the questionnaires. The results of this study are as follows. First, the more parents supported their child, the higher child's ego strength, school adaptation, self-regulated learning ability, and academic achievement. Second, the stronger the child's ego, the higher their school adaptation, self-regulated learning ability and academic achievement level. Third, the better the child adapts to school, the better self-regulated learning ability and academic achievement. Fourth, all the paths among the research model in which a parent-child relationship was a predictor, such as the child's ego strength, school adaptation, and self-regulated learning ability, were mediators. Their academic achievement was significant, with a high goodness of fit. Parental support is a very significant factor affecting children's ego strength, school adaptation, self-regulated learning ability, and academic achievement. Therefore, it is necessary to develop and apply a program that promotes parent-child relationships.