The Relationship Between Children's Perceived Parental Attachment and Self-Resilience: The mediating effect of autonomy

Abstract

Objectives The purpose of this study is to examine the effects of children's perceived parental attachment on self-resilience and the effects of parental attachment on autonomy, and to explore the mediating role of autonomy in the relationship between children's perceived parental attachment and self-resilience. Methods The study used data from the 12th Panel Study on Korean Children(2019), which included 725 boys (52.5%) and 689 girls (48.9%). For the analysis, SPSS25.0 and SPSS Process Macro3.0 were used to analyze the relationship between variables. Descriptive statistics, Pearson correlation analysis, and bootstrapping were used to test the significance of mediating effects. Results The main findings based on the research questions were as follows First, parental attachment was sig-nificantly and positively related to both autonomy (r=.409, p<.001) and self-resilience (r=.404, p<.001). Second, autonomy was significantly and positively related to self-resilience (r=.396, p<.001). In contrast, the parental at-tachment subfactor, mother-alienation, was not significantly related to self-resilience. Third, we tested the me-diating effect of autonomy on the relationship between parental attachment and self-resilience. The results showed that parental attachment had a significant effect on autonomy and autonomy had a significant effect on self-resilience, suggesting that autonomy plays a mediating role between children's perceived parental attach-ment and self-resilience. Conclusions Digital, climate change, and self-direction are the main themes of the 2022 curriculum. Personalized education is emphasized due to the declining school age population. The importance of student initiative and self-resilience is growing in order to proactively prepare for future changes and strengthen their utilization skills. This study suggests that it is important to strengthen parental attachment and autonomy in order to improve the self-resilience of school-aged children.