The effect of academic stress in childhood on academic failure tolerance: The moderating effect of father-child attachment

Abstract

Objectives: The purpose of this study is to investigate the effect of childhood academic stress on academic failure tolerance, and to examine the moderating effect of father-child attachment in this relationship. Methods: We analyzed the data of 1,145 children who participated in the 12th wave survey for the Korean Children’s Panel Study, which was established by the Childcare Policy Research Institute. Using Process macro (Hayes, 2013), multiple regression analysis was conducted. Results: Childhood academic stress showed a negative impact on academic failure tolerance. In addition, the moderating effect of father-child attachment was found. The regression lines for each group classified according to the level of father-child attachment showed different slopes, indicating the higher the attachment, the smaller negative effect of academic stress. Conclusions: The results confirm a moderating effect of father-child attachment, which mitigates the negative impact of childhood academic stress on academic failure tolerance. Based on the results of this study, policy and practical implications for promoting father-child attachment formation are discussed.