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KMID : 1094520200230020181
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Korean Journal of Play Therapy
2020 Volume.23 No. 2 p.181 ~ p.197
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Moderating Effect of Resilience in the Effect of Mother’s Academic Achievement Pressure on Academic Stress of Middle School Students
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Cho Seon-Hwa
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Abstract
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The purpose of this study is to investigate the moderating effect of resilience, which plays a role of buffering in the relationship between academic achievement pressure of mother and academic stress of middle school student. For this purpose, data were collected from 407 middle school students in Seoul and Chungnam region and the significance of control model using Hayes’ Process Macro was verified for the analysis of the research problem. The results were as follows: First, in the effect of mother’s academic achievement pressure on adolescent’s academic stress, the controllability and sociality of adolescent’s psychological resources showed moderating effect, but the positive did not show moderating effect. Second, the controllability of adolescent’s resilience had a moderating effect in that mother’s academic achievement pressure reduced adolescent’s influence on the variables of test and task stress. In other words, the controllability of adolescents in difficult situations played a role in that the mother’s academic achievement pressure controlled test scores and task stress. Third, sociality of adolescent’s resilience had a moderating effect in that mother’s academic achievement pressure reduced the influence on adolescent’s learning content stress. In other words, even though mothers gave academic achievement pressure, adolescents who have high sociality controlled the stress received from the learning.
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KEYWORD
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mother's academic achievement pressure, academic stress of middle school students, resilience
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