The Relationships between Parental Academic Support, Emotional Support, and High School Students’ Academic Stress: The Moderating Effect of Intrinsic Motivation
AUTHOR : 김대웅, 박하연, 이강이
INFORMATION : page. 21~41 / 2022 Vol.29 No.1
ABSTRACT
The purpose of this study is to examine the effects of parental academic support and emotional support on high school students’ academic stress and whether these effects differ according to intrinsic motivation. Subjects included 6,027 first-year high school students (3,048 males, 50.57%) who responded to the sixth survey of the Korean Education Longitudinal Study 2013 (KELS 2013). We used the method of structural equation modeling to investigate the effects of parenting support on academic stress and the moderating effect of intrinsic motivation. In order to examine the moderating effect, matched-pair strategy was used. The results revealed that academic stress increased as parental academic support increased and emotional support decreased. In addition, academic stress decreased as the intrinsic motivation of high school students increased. The effects of academic support and emotional support on academic stress differed according to the intrinsic motivation of students. The higher the intrinsic motivation, the smaller the increase in academic stress caused by increased academic support, and the greater the decrease in stress caused by increased emotional support. Our results highlight that intrinsic motivation for studying is a factor that relieves academic stress and changes the influence of parental support related to schoolwork.