Mediating Effects of Academic Self-efficacy in Relations of Academic Achievement Pressure of Parents and Academic Stress: Focused on Elementary School Students and Middle School Students

이 연구의 목적은 초등학생과 중학생을 중심으로 부모의 학업성취압력과 학업적 자기효능감, 학업스트레스의 관계를 기초로 부모의 학업성취압력과 학업적 자기효능감이 학업스트레스에 미치는 영향을 살펴보고, 나아가 학업적 자기효능감이 부모의 학업성취압력과 학업스트레스의 관계를 매개하는지 알아봄으로써, 초등학생과 중 학생의 학업스트레스에 대한 대처방안과 학교상담의 실질적 활용방안 및 부모교육에 대한 시사점을 제공하는데 있다. 초등학생 484명과 중학생 494명을 대상으로 분석한 결과, 첫째, 초등학생과 중학생 모두 학업스트레스와 부모의 학업성취압력 간의 유의한 정적 상관이 확인되었으며, 학업스트레스와 학업적 자기효능감 간의 유의한 부적상관이 나타났다. 반면, 부모의 학업성취압력과 학업적 자기효능감 간의 관계는 초등학생만이 유의한 부적 상관이 되었다. 둘째, 초등학생과 중학생 모두 부모의 학업성취압력과 학업적 자기효능감은 학업스트레스에 유 의한 영향을 미치는 것으로 나타났다. 셋째, 중학생과 달리 초등학생의 경우 학업적 자기효능감이 부모의 학업성 취압력과 학업스트레스 간의 관계에서 부분매개하는 것으로 나타났다. 이후 이 연구 결과를 토대로 초등학생과 중학생의 학업스트레스 감소를 위한 부모의 역할과 학업적 자기효능감의 중요성을 중심으로 논의하였다. The purpose of this study is to provide counter measures to cope with academic stress of elementary school students and middle school students, practical ways for school counseling as well implications for parental education, For this, the study examined impacts of academic achievement pressure of parents and academic self-efficacy on academic stress, building on relationship between academic achievement pressure of parents, academic self-efficacy and academic stress mainly for elementary school students and middle school student. And it further investigated if academic self-efficacy would mediate relationship between academic achievement pressure of parents and academic stress. The study found as below as a result of analysis of data collected from 484 elementary school students and 494 middle school students. Firstly, significantly positive relationship was confirmed between academic stress and academic achievement pressure of parents for both elementary school students and middle school students, while significantly negative relationship was confirmed between academic stress and academic self-efficacy. On the other hand, there was found significantly negative relationship between academic achievement pressure of parents and academic self-efficacy only for elementary school students. Secondly, academic achievement pressure of parents and academic self-efficacy exerted significant impact on academic stress for both elementary school students and middle school students. Thirdly, the result of examining mediating effects of academic self-efficacy in the correlation of academic achievement pressure of parents and academic stress showed that academic self-efficacy of elementary school students partly mediated in the relation between academic achievement pressure of parents and academic stress. Lastly discussion is focused on the meaning of these findings and the suggestions for the further studies