This study aims to verify if peer relational skill of children plays a mediating role in the relationship between parentification experience and school adjustment, focusing on the parentification experience as a factor, which affects school adjustment of children of Deaf adult(CODA). For achieving t...
This study aims to verify if peer relational skill of children plays a mediating role in the relationship between parentification experience and school adjustment, focusing on the parentification experience as a factor, which affects school adjustment of children of Deaf adult(CODA). For achieving this purpose, research problems were set as follows. First, does the inequality of parentification experience of hearing children of Deaf adult in adolescence affect school adjustment? Second, does the peer relational skill play a mediating role in the relationship between inequality of parentification experience of hearing children of Deaf adult in adolescence and school adjustment? In this study, a survey was conducted with 145 middle and high school students of users going to sign language interpretation centers and followers going to churches for the Deaf in cities, provinces, towns and counties all over the country. The parentification experience was measured using the scale, which domestically adapted and modified FRS-A(Filial Responsibility Scale-Adult), and for looking into the effect of parentification on school adjustment, among the subordinate factors, inequality was regarded as parentification. For measuring school adjustment, only the subordinate factors of school adjustment, class adjustment and life adjustment were used, except for those related to personal relationship in the questionnaire of Kim, Tae-yeon(2008) that modified and adapted the scale of Kim, Yong-rae(1993, 2000). Also, peer relational skill was measured using the scale of Yang, Yoon-ran and Oh, Gyeong-ja(2005). For processing the collected data, the reliability of research tools was verified using SPSS 18.0 and Amos 18.0, and frequency analysis, descriptive statistic analysis, T-test and One-way ANOVA were conducted to understand general characteristics of Deaf parents and hearing children and children’s parentification propensity. After the confirmatory factor analysis for investigating the correlation among major variables and construct validity of the scale, the indirect effects were identified using the structural equation model, and Sobel Test was carried out to verify significance. The study results are as follows. First, hearing children of Deaf adult in adolescence were experiencing more physical parentification and emotional parentification than those who were not the eldest children, and high school students were experiencing more emotional parentification and inequality than middle school students. Second, there was a negative correlation between inequality of parentification and school adjustment and this implies that students had difficulties adjusting to school, as parentification deepened. Third, when analyzing the path, which inequality of parentification reached school adjustment via peer relational skill, the path from parentification to peer relational skill was negatively significant and the path from peer relational skill to school adjustment was positively significant. This means that as parentification deepened, peer relational skill declined and as peer relational skill declined, school adjustment became harder. Fourth, the path analysis result showed that after applying the peer relational skill, the influence between parentification and school adjustment lost significance and peer relational skill performed a fully mediating role in the relationship between parentification and school adjustment. Therefore, development and intervention of program for improving the peer relational skill is necessary in order to reduce the negative influence of parentification experience of hearing children of Deaf adult and enhance school adjustment.
This study aims to verify if peer relational skill of children plays a mediating role in the relationship between parentification experience and school adjustment, focusing on the parentification experience as a factor, which affects school adjustment of children of Deaf adult(CODA). For achieving this purpose, research problems were set as follows. First, does the inequality of parentification experience of hearing children of Deaf adult in adolescence affect school adjustment? Second, does the peer relational skill play a mediating role in the relationship between inequality of parentification experience of hearing children of Deaf adult in adolescence and school adjustment? In this study, a survey was conducted with 145 middle and high school students of users going to sign language interpretation centers and followers going to churches for the Deaf in cities, provinces, towns and counties all over the country. The parentification experience was measured using the scale, which domestically adapted and modified FRS-A(Filial Responsibility Scale-Adult), and for looking into the effect of parentification on school adjustment, among the subordinate factors, inequality was regarded as parentification. For measuring school adjustment, only the subordinate factors of school adjustment, class adjustment and life adjustment were used, except for those related to personal relationship in the questionnaire of Kim, Tae-yeon(2008) that modified and adapted the scale of Kim, Yong-rae(1993, 2000). Also, peer relational skill was measured using the scale of Yang, Yoon-ran and Oh, Gyeong-ja(2005). For processing the collected data, the reliability of research tools was verified using SPSS 18.0 and Amos 18.0, and frequency analysis, descriptive statistic analysis, T-test and One-way ANOVA were conducted to understand general characteristics of Deaf parents and hearing children and children’s parentification propensity. After the confirmatory factor analysis for investigating the correlation among major variables and construct validity of the scale, the indirect effects were identified using the structural equation model, and Sobel Test was carried out to verify significance. The study results are as follows. First, hearing children of Deaf adult in adolescence were experiencing more physical parentification and emotional parentification than those who were not the eldest children, and high school students were experiencing more emotional parentification and inequality than middle school students. Second, there was a negative correlation between inequality of parentification and school adjustment and this implies that students had difficulties adjusting to school, as parentification deepened. Third, when analyzing the path, which inequality of parentification reached school adjustment via peer relational skill, the path from parentification to peer relational skill was negatively significant and the path from peer relational skill to school adjustment was positively significant. This means that as parentification deepened, peer relational skill declined and as peer relational skill declined, school adjustment became harder. Fourth, the path analysis result showed that after applying the peer relational skill, the influence between parentification and school adjustment lost significance and peer relational skill performed a fully mediating role in the relationship between parentification and school adjustment. Therefore, development and intervention of program for improving the peer relational skill is necessary in order to reduce the negative influence of parentification experience of hearing children of Deaf adult and enhance school adjustment.
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