아동-교사관계 및 또래애착과 미디어기기 중독과의 관계: 집행기능곤란의 매개효과를 중심으로 = Teacher - Child Relationship, Peer Attachment, and Media Device Addiction: Mediating Effects of Executive Dysfunction

다국어 초록 (Multilingual Abstract)

This study investigates the influence of teacher-child relationships and peer attachment on media device overuse among third-grade elementary school children, with a particular focus on the mediating role of executive function difficulties. Utilizing data from the Korean Children and Youth Panel Survey (KCYPS), the analysis employed Structural Equation Modeling (SEM) to examine both direct and indirect pathways between variables.
The findings indicate that positive teacher-child relationships significantly reduce problematic media device use, whereas peer attachment did not exhibit a direct effect. Mediation analysis revealed that teacher-child relationships had both direct and indirect effects on device overuse, suggesting partial mediation through executive dysfunction. In contrast, peer attachment showed no significant direct path but had a significant indirect effect, indicating full mediation.
These results underscore the importance of addressing both relational protective factors and cognitive risk factors when seeking to understand and intervene in children’s excessive use of digital devices. Based on these findings, the study suggests practical strategies aimed at fostering emotional connectedness and enhancing cognitive regulation abilities as key components in preventing media device dependency in children.