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The Mediating Effects of Self-Differentiation on the Relationship between Parenting Attitudes and School Adaptation Perceived by Middle School Students

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2019, 9(3), pp.71-86
  • DOI : 10.34226/gcl.2019.9.3.71
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : May 22, 2019
  • Accepted : June 15, 2019
  • Published : June 28, 2019

Kim, Eun Hae 1 Ju Sung Jun 1

1숭실대학교

Accredited

ABSTRACT

The purpose of this research was to investigate the mediating effects of self-differentiation on the relationship between parenting attitudes and school adaptation as perceived by middle school students. The research participants were 215 middle school students located in Gyeonggi-Do, Republic of Korea. The final data were analyzed following the procedures established by Baron & Kenny (1986). The findings of the study are as follows: First, self-differentiation partially mediated the relationship between parenting attitudes and school adaptation. Second, many of the sub-factors of self-differentiation—cognitive emotion function, family projection, emotional cutoff, and family regression—had a partial mediation effect. However, self- integration did not have a mediation effect.

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