The Long Term Mediating Effects of Self-regulated Learning in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting and their Relationships with Teachers, and their Self-esteem

The Long Term Mediating Effects of Self-regulated Learning in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting and their Relationships with Teachers, and their Self-esteem Abstract The purpose of this study is to analyze the long term mediating effects of Self-regulated Learning(SRL) in the Relationships among the Perceptions of Middle School Students on the Democratic Attitude of Parenting(DAP) and their Relationships with Teachers(RT), and their Self-esteem(SE). The data sources were from the first (2010) and the third (2012) Korean Children & Youth Panel Survey(KCYPS). As a result, first, the perceived DAP had significant effects on the students’ SE both directly and indirectly through SRL. Second, the perception on RT had indirect effects on their SE mediated by SRL. Third, this pattern in first year continued in two-year-later-SE. This study implies that DAP, RT, and SRL play important roles in the continuous development of adolescents’ self-esteem.

自我调节学习在中学生对父母民主教养态度、师生关系的认知与自尊关系中的长期中介效应 **摘要** 本研究旨在分析自我调节学习（SRL）在中学生对父母民主教养态度（DAP）、师生关系（RT）的认知与自尊（SE）关系中的长期中介效应。数据来源于韩国儿童青少年面板调查（KCYPS）的第一轮（2010年）和第三轮（2012年）。结果显示，第一，学生感知到的民主教养态度对其自尊有显著的直接影响，同时也通过自我调节学习产生间接影响。第二，学生对师生关系的认知通过自我调节学习对其自尊产生间接影响。第三，第一年呈现的这种模式在两年后的自尊情况中依然存在。本研究表明，民主教养态度、师生关系和自我调节学习在青少年自尊的持续发展中发挥着重要作用。