The purpose of this study was to investigate the relationship among parental psychological control, achievement emotions, learned helplessness, and ego-resilience of middle school students. The main purpose of this study was to examine the mediating effects of ego-resilience in relationship between ...
The purpose of this study was to investigate the relationship among parental psychological control, achievement emotions, learned helplessness, and ego-resilience of middle school students. The main purpose of this study was to examine the mediating effects of ego-resilience in relationship between parental psychological control, achievement emotions and learned helplessness.
The following research questions were set up for this purpose;
First, what is the relationship between parental psychological control and learned helplessness as perceived by middle school students?
Second, what is the relationship between middle school students' achievement emotions and learned helplessness?
Third, is there a mediating effect of ego-resilience on the relationship between parental psychological control and learned helplessness as perceived by middle school students?
Fourth, is there a mediating effect of ego-resilience on the relationship between achievement emotion and learned helplessness in middle school students?
In order to solve these research questions, 542 middle school students in Gyeonggi-do, Gyeongsangnam-do, Seoul and Incheon were sampled and surveyed. The collected data were analyzed using the SPSS 21.0 program. Descriptive statistics, t-test and correlation analysis, and stepwise regression analysis of Baron and Kenny. And the Sobel test was performed for statistical verification of mediating effects.
The major results of this study were as follows;
First, psychological control of parents perceived by middle school students showed a positive correlation with learned helplessness. In other words, when middle school students perceive parents' psychological control more highly, the learned helplessness could be higher.
Second, positive emotions showed positive correlations with learned helplessness and negative emotions had positive correlations with learned helplessness among middle school students' achievement emotions. Therefore, when the middle school students feel a lot of positive emotions in the learning situation, the learned helplessness can be low and the learned helplessness could be high when they feel a lot of negative emotions.
Third, ego-resilience showed a partial mediating effect on psychological control and learned helplessness of middle school students. This implies that psychological control of parents perceived by middle school students directly affects the learned helplessness but indirectly through the mediating variable of ego-resilience.
Fourth, ego-resilience showed a mediating effect in the relationship between positive emotions and learned helplessness among middle school students' achievement emotions. Ego-resilience showed partial mediating effect between negative emotions and learned helplessness. This implies that the positive emotions felt by middle school students does not directly affect the learned helplessness and affects the learned helplessness through the mediator of ego-resilience. Also, it could be said that negative emotions affect not only the learned helplessness directly but also the mediator of ego-resilience.
The purpose of this study was to investigate the relationship among parental psychological control, achievement emotions, learned helplessness, and ego-resilience of middle school students. The main purpose of this study was to examine the mediating effects of ego-resilience in relationship between parental psychological control, achievement emotions and learned helplessness.
The following research questions were set up for this purpose;
First, what is the relationship between parental psychological control and learned helplessness as perceived by middle school students?
Second, what is the relationship between middle school students' achievement emotions and learned helplessness?
Third, is there a mediating effect of ego-resilience on the relationship between parental psychological control and learned helplessness as perceived by middle school students?
Fourth, is there a mediating effect of ego-resilience on the relationship between achievement emotion and learned helplessness in middle school students?
In order to solve these research questions, 542 middle school students in Gyeonggi-do, Gyeongsangnam-do, Seoul and Incheon were sampled and surveyed. The collected data were analyzed using the SPSS 21.0 program. Descriptive statistics, t-test and correlation analysis, and stepwise regression analysis of Baron and Kenny. And the Sobel test was performed for statistical verification of mediating effects.
The major results of this study were as follows;
First, psychological control of parents perceived by middle school students showed a positive correlation with learned helplessness. In other words, when middle school students perceive parents' psychological control more highly, the learned helplessness could be higher.
Second, positive emotions showed positive correlations with learned helplessness and negative emotions had positive correlations with learned helplessness among middle school students' achievement emotions. Therefore, when the middle school students feel a lot of positive emotions in the learning situation, the learned helplessness can be low and the learned helplessness could be high when they feel a lot of negative emotions.
Third, ego-resilience showed a partial mediating effect on psychological control and learned helplessness of middle school students. This implies that psychological control of parents perceived by middle school students directly affects the learned helplessness but indirectly through the mediating variable of ego-resilience.
Fourth, ego-resilience showed a mediating effect in the relationship between positive emotions and learned helplessness among middle school students' achievement emotions. Ego-resilience showed partial mediating effect between negative emotions and learned helplessness. This implies that the positive emotions felt by middle school students does not directly affect the learned helplessness and affects the learned helplessness through the mediator of ego-resilience. Also, it could be said that negative emotions affect not only the learned helplessness directly but also the mediator of ego-resilience.
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