earticle

영어

This study examined the determinants of happiness among 508 third-grade elementary school students by integratively considering individual, family, and school factors. Data were drawn from the 10th wave (2017) of the Panel Study on Korean Children (PSKC), and analyses were conducted using SPSS 23.0, including descriptive statistics, correlation analysis, and hierarchical multiple regression analysis. The correlation analysis revealed significant positive associations between happiness and self-esteem, academic performance, peer attachment, school adjustment, and trust in teachers (p < .01). In hierarchical multiple regression, Model 1 (R² = .344) showed significant effects for self-esteem (β = .567) and academic performance (β = .099), while in Model 3 (R² = .402) self-esteem (β = .477), school adjustment (β = .105), and trust in teachers (β = .227) were significant. The relative contributions ranked as self-esteem, trust in teachers, and school adjustment. Academic performance and peer attachment appeared to exert indirect effects via school-related variables. These findings suggest that, to enhance happiness among mid-elementary students, strengthening personal psychological resources (self-esteem) alongside improving the quality of school experiences—such as trust in teachers, psychologically safe classrooms, and participatory instruction and assessment—is crucial.

한국어

본 연구는 초등학교 3학년 508명을 대상으로, 행복의 결정요인을 개인, 가족, 학교 요인에서 통합적으로 검증하였다. 한국아동패널(Panel Study on Korean Children, PSKC) 10차년도(2017) 자료를 활용하였으며, SPSS 23.0 프로그램을 사용하여 기술통계, 상관분석, 위계적 다중회귀분석을 실시하였다. 주요 변인 간 상관관계에서는 자아존중감·학업수행능력·또 래애착·학교적응·교사신뢰와 유의한 정적 관계가 확인되었다(p<.01). 위계적 다중회귀분석에서는 모델 1(R²=.344)에서 자아 존중감(β=.567), 학업수행능력(β=.099)이 유의했고, 모델 3(R²=.402)에서는 자아존중감(β=.477), 학교적응(β=.105), 교사신 뢰(β=.227)가 유의하였다. 상대적 영향력은 자아존중감, 교사신뢰, 학교적응 순이며, 학업수행능력과 또래애착은 학교 변인을 매개로 한 간접효과 가능성이 시사된다. 이러한 결과는 초등학교 3학년 아동의 행복 증진을 위해 개인의 심리적 자원(자아존 중감) 강화, 교사신뢰, 학급의 심리적 안전감, 참여적 수업·평가 등 학교 경험의 질 제고가 핵심 요인임을 보여준다.