earticle

영어

This study aims to explore the mediating effect of upper-grade elementary school students’ cognitive flexibility on the relationship between covert narcissism and interpersonal competence. For this purpose, the data were analyzed from 319 5th and 6th graders from 6 elementary schools in Seoul Metropolitan City. Before hypothesis testing, descriptive statistics(e.g., means, SDs) and Cronbach's alpha were estimated using SPSS 23.0. Subsequently, to test hypotheses, correlation coefficients were estimated using SPSS 23.0, and the mediation model was tested with PROCESS Macro 4.0 and the bootstrapping method. The results of this study are as follows. First, there was a significant correlation between upper-grade elementary school students' covert narcissism, interpersonal competence, and cognitive flexibility. Covert narcissism was negatively correlated with interpersonal competence while being also negatively correlated with cognitive flexibility. Interpersonal competence showed a positive correlation with cognitive flexibility. Second, there was a complete mediating effect of upper-grade elementary school students' cognitive flexibility on the relationship of covert narcissism to interpersonal competence. The direct effect of covert narcissism on interpersonal competence was not significant, whereas the indirect effect of cognitive flexibility on the relationship between covert narcissism and interpersonal competence was significant. To examine the statistical significance of the indirect effect, the bootstrapping method was used. As a result, the indirect effect of upper-grade elementary school students' cognitive flexibility on the relationship between covert narcissism and interpersonal competence was of statistical significance. This study indicates that upper-grade elementary school students' covert narcissism can lead to their interpersonal competence through cognitive flexibility. These results suggest that it is required to consider upper-grade elementary school students' covert narcissism and cognitive flexibility in designing a counseling program for developing their interpersonal competence.

한국어

본 연구에서는 초등학교 고학년 아동의 인지적 유연성이 내현적 자기애와 대인관계 유능성 의 관계에 미치는 매개효과를 검증하였다. 이를 위해 서울특별시 소재 6개 초등학교의 5, 6 학년 학생 319명의 자료를 분석하였다. 먼저, 주요 변인들의 기술통계를 산출하고, 이어서 가 설 검증을 위한 상관분석과 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 초 등학교 고학년 아동의 내현적 자기애, 대인관계 유능성 및 인지적 유연성 간에는 모두 유의 미한 상관관계가 있는 것으로 나타났다. 둘째, 초등학교 고학년 아동의 인지적 유연성이 내 현적 자기애와 대인관계 유능성을 완전매개하였다. 즉, 초등학교 고학년 아동의 내현적 자기 애가 대인관계 유능성에 미치는 직접효과는 유의미하지 않은 반면, 내현적 자기애와 대인관 계 유능성에 대한 인지적 유연성의 간접효과는 유의미하게 나타났다. 이러한 연구결과는 초 등학교 고학년 아동의 대인관계 유능성에 개입하는 프로그램을 개발할 때 내현적 자기애와 인지적 유연성을 고려할 필요성을 시사한다.