The Effect of Parental Learning Support and Supportive School Environment on Elementary School Students' Learning Attitudes: The Mediating Effect of Grit

Abstract

Objectives The purposes of this study were to specify variables related to convergence competency, and to ana-lyze the structural relationships among them. The purposes of this study were to specify variables related to con-vergence competency, and to analyze the structural relationships among them. Methods In this study, 1,145 children who responded to all related variables in the 12th and 13th data of the Korean Children's Panel were used as data. The structural equation model was analyzed to understand the struc-tural relationship between each variable, and the direct and indirect effects were verified through this. In addition, the mediating effect was verified using bootstrapping. Results There was no significant relationship between parents' learning support and elementary school students' learning attitude, and there was a positive relationship between the supportive school environment and learning attitude. Grit showed a complete mediating effect in the effect of parental learning support on learning attitude, and Grit showed a partial mediating effect in the effect of supportive school environment on learning attitude. Conclusions Parents' learning support and supportive environment had a positive effect on Grit, which improved the learning attitude. This study is expected to help parents, who are interested in their children's learning, support direction and school environment by examining the influence and path of parents‘, school variables and grit that can positively affect learning attitudes.