중학생의 학업스트레스와 학업소진과의 관계에서 유대감의 매개효과

The object of this study was to examine the medicating effect of connectedness in the relationship between academic stress and academic burnout of middle school students. A total of 503 middle school students completed a questionnaire packet including instruments such as academic stress, academic burnout, adolescent connectedness, and demographic variables. For the purpose of the study, Baron and Kenny’s methods and the Sobel test were used. To be specific, a correlation analysis and a hierarchical multiple regression analysis were conducted. The SPSS 20.0 program was used in analyzing the data.
The results of the study were as follows;First, all of sub-variables of academic stress showed significant positive correlations with sub-scales of youth connectedness. Especially, school connectedness was highly correlated with both academic stress and academic burnout. Second, parent, teacher, school, and friend connectedness significantly predicted academic burnout. Third, parent, sibling, teacher, and school connectedness partially medicated the relationship between academic stress and academic burnout. The limitations and implications of the study were discussed.