earticle

영어

The purposes of this study were 1) to investigate the structural relationships among elementary school upper level (5th & 6th grades) children’s extracurricular stress, affective and behavioral attributes (i.e., depression, anxiety, and ADHD symptoms), learning attitudes, and learning habits, and 2) to identify the degree of impact (total effect, direct and indirect effects) of the four attributes affecting their learning attitudes and habits. 447 students in Busan Metropolitan City was involved and surveyed questionnaires on extracurricular stress, depression, anxiety, ADHD symptoms, learning attitudes, and learning habits. Using the final data from 364 students, descriptive statistics, correlation, and structural equation model analysis were conducted. The results are as follows: First, elementary school upper level children’s learning attitudes and habits, and their extracurricular stress, affective and behavioral attributes were negatively correlated, while each of the four attributes was positively correlated each other. Second, children’s learning attitudes and habits were significantly affected by depression and ADHD symptoms. The degrees of depression and ADHD symptoms are getting higher, the levels of learning attitudes and habits are getting worse. However, the degree of extracurricular stress is getting higher, the level of learning habits is getting better. Third, depression among the four attributes affecting to the students’ learning attitudes and habits was identified as the most negative factor against their learning attitudes, while ADHD symptoms was the most negative factor against their learning habits. Based on the results, several strategies for improving elementary school upper level students’ learning attitudes and habits were suggested. Limitations of the study and further research questions were also discussed.

한국어

본 연구는 초등학교 고학년 학생의 과외학습 스트레스와 정서행동요인(우울, 불안, ADHD 증상)이 학습태도 및 학습습관에 미치는 구조적 관계를 분석하는 데 목적이 있다. 이를 위하여, 부산시내 초등학교 5, 6학년 총447명 학생을 대상으로, 과외학습 스트레스, 우울, 불안, 불안, ADHD 증상, 학습태도, 학습습관에 대한 설문조사를 실시하였으며, 최종적으로 364명의 자료를 활용하여 기술통계, 상관관계, 구조방정식 모형(SEM)으로 분석하였다. 분석 결과, 첫째, 정서행동요인과 학습태도, 학습습관 간에는 부적 상관관계를, 정서행동요인들 간에는 정적 상관관계를 나타냈다. 둘째, 우울과 ADHD 증상은 학습태도와 학습습관에 통계적으로 유의미한 영향을 미쳤다. 즉, 우울과 ADHD 증상이 높을수록, 학습태도와 학습습관은 좋지 않았다. 그러나 과외학습 스트레스가 높을수록, 학습습관은 좋았다. 셋째, 초등학교 고학년 학생의 학습태도에는 우울이, 학습습관에는 ADHD 증상이 가장 큰 영향을 미쳤다. 이러한 결과를 토대로, 초등학교 고학년 학생의 바람직한 학습태도 및 학습습관을 형성시키기 위한 몇 가지 방안과 연구의 제한점, 추후 연구과제를 제시했다.