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1 :,. (NYPI) (KCYPS) 2011~ ( 2 ), 1 3 ( 3 ), 1 4 ( 1 ) (N=2,178).,.,,,.,..,..,. :,, ( )

2 . (2013) % % 2. 1% (,, 2014).. (,,, 2007). 41.3% (, 2013). (,,,,,, 2010)... (2010),,, 4.,.. (2012), (2010),., (,, 2009).... (, 2012). (2012)

3 2009 (International Civic and Citizenship Education Study) 38, (2010). (,, 2011).. (, 2013;,,,,, 2014;, 2013) (,, 2015;,, 2014). (, 2012),.. (Crosnoe & Johnson, 2011)..,. Sharabany, Gershoni Hofman(1981).. Hartup(1983).,, (, 2012). (Hartup, 1993)., (Berndt, 2002)., (Youniss, 1982). (Hymel, Rubin, Rowden, & LeMare, 1990).

4 ,, (,,, 2007)., (Fordham & Stevenson-Hinde, 1999; Parker & Asher, 1993).,. -,., (,, 2014). (, 2015)., Davis(2003),,., (scaffolding). -,.,,, (, 2010). Birch Ladd(1997) Pianta Steinberg(1992) (Closeness), (Dependency), (Conflict).,, (2003),,,,. (2009),,,. (, 2013).,.. (, 2013). (, 2014).,

5 (,, 2015). (2012) 2,. (2014)..,, (Erickson & Pianta, 1989). (,, 2012)., (,, 2015). (2013) 1, 2,.., (2013),,.. (,, 2013;, 2013)., (,, 2010;, 2011)., (2012) , 5 (, 2012). (Fabes, Carlo, Kupanoff, Laible, 1999; Gurucharri & Selman, 1982).,. (Wentzel, 1998;,, 2008;,,, 2012).,

6 , (Aboud, 1988).,, (Hoffman, 2001; Doyle, Beaudet, Aboud, 1988;,, 2008). 5 4 (2010). (2014), Aboud(1988).,.. (, 2015).. (,, 2010;, 2011;, 2012),., (,, 2015;,, 2013)..,,,?,?,? 2010 (NYPI) (KCYPS) , , ~2013 1

7 2 ( 2 ), 1 3 ( 3 ), 1 4 ( 1 ). ( ) ( ) 2,178 ( : 1,110, : 1,068). (1991)..,.,.,.,. 5.. (,,, 2011) 4. (1=, 2=, 3=, 4= ), 4, 1. 2, 3, (1991) 5. (1=, 2=, 3=, 4= ),.,.,.,.,.. 4, (2008)..,.,.,,.,. 5 4 (1=, 2=, 3=, 4= ). 4, 2

8 .84.. (1=, 2=, 3=, 4=, 5=),. (,,, 2014;, 2015) (, 2015;, 2014).., =1, =0.,, (latent growth curve modeling: LGCM). LGCM 3.. 1, 0, 1, 2 1, 2, 3. LGCM (2000) χ², TLI, CFI, RMSEA. CFI TLI.90, RMSEA.80 (, 2000). (Full- Information Maximum Likelihood: FIML) (Enders & Bandalos, 2001). SPSS 22.0, LGCM AMOS 22.0.,, , 2

9 , (r =.39, p <.001), 2 2 (r =.40, p <.001), 3 3 (r =.46, p <.001).. 1 ~ *** ***.36 *** ***.19 ***.20 *** ***.40 ***.23 ***.39 *** ***.16 ***.46 ***.31 ***.31 *** ***.17 ***.14 ***.27 ***.18 ***.17 *** ***.24 ***.17 ***.16 ***.22 ***.15 ***.41 *** ***.12 ***.27 ***.10 ***.13 ***.24 ***.38 ***.42 *** 1 * p <.05. ** p <.01. *** p < ( 2) 2. 2( 3) 3. 3( 1) 4. 1( 2) 5. 2( 3) 6. 3( 1) 7. 1( 2) 8. 2( 3) 9. 3( 1)

10 ,. 1 ~3,.,,. 1.. χ², TLI, CFI, RMSEA. 3,,. χ² ( χ²=59.77, df=3, p<.001), TLI, CFI, RMSEA. ( χ²=47.75, df=3, p<.001) ( χ²=296.30, df=3, p<.001).. 4.,,, 0

11 χ²(df) TLI CFI RMSEA [90% ] (4) [ ] 5.331(1) [ ] (4) [ ] (1) [ ] (4) [ ] 2.137(1) [ ] (SE) (SE) 3.071(.010) *** 0.111(.009) *** -.022(.005) *** (SE) 0.037(.006) *** 0.013(.004) ** (SE) 2.822(.014) *** 0.201(.018) *** -.042(.010) *** (SE) 0.039(.008) *** 0.018(.008) * (SE) 2.796(.013) *** 0.178(.016) *** -.023(.009) ** (SE) 0.125(.007) *** 0.020(.007) ** * p <.05. ** p <.01. *** p < ,.039, , 5. (χ²(16)=78.69, p<.001, TLI=.933, CFI=.980, RMSEA=.042, 90% =[.033,.052]) (χ²(16)=67.69, p<.001, TLI=.942, CFI=.983, RMSEA=.039, 90% =[.029,.048]).

12 .. (β = 0.325, p <.001), (β = 1.555, p =.002)., (SE) 0.325(.053) *** (.492) ** (.072) * (.042) *** (.557) * (.094) * p <.05. ** p <.01. *** p <

13 .. (β = 0.284, p <.001) (β = 1.292, p =.020).,.,.,.,, (, 2013),,,. (LGCM).,..,,,.,. (2012).. (,, 2001). (Wentzel, 1998)., (,, 2008), (Fabes et al., 1999)

14 . (, 2012;, 2012;, 2012). (2012) 2 3 5,. (2012)..,.., 3 (Hoffman, 2001). (Doyle et al., 1988). (2008) 6 2,..,, (White et al., 2009).,.... (2013) 1 2,. (2012).,. (,, 2013),.

15 (, 2013)...,.., (,, 2013).,.,. (, 2014),.,.,..,. (, 2015). (, 2012).. (, 2015)., (, 2012).

16 ,, (,, 2012).. 4, (ceiling-effect).,. 2 1., (, 2009) ,.,.. (2012).., (2012).. (1),

17 , (2010).,,. (1), (2014). :. (2), (2010)..., (2010).. (4), ,, (2012). -,. (2), ,, (2007).., , (2009). - (Stars). (4), , (2014). -. (3), (2012).. (6), (2013).. (3), , (2015).. (2), (2015)..,,,, (2014). -. (2), (2015)...,, (2012).. (2), 1-21.,,,,, (2010)... (1991)...,, (2007). :,,. (1), 1-41., (2013).., (2011).. (3), (2013).. (2),

18 (2010).. (1), (2009).. (2), , (2008).. :. (2013) (2013)..., (2009).. (1), (2010)...,, (2013).. (3), (2015).. (10), , (2013).. (3), , (2014).. (4), (2012).,,. (2), (2015)... (2014)... (2012)..., (2001).. (-), , (2012). :,, (Resilience). (8), ,,, (2003). -. (2), , (2008).,,. (4), (2012).. (3), (2014)... (2015)..., (2015). :,

19 . (2), , (2008).. (1), 1-18., (2014) ,, (2014).. (12), , (2011).. (3), (2000). :. (1), ,, (2011).. (3), (2010).. (4), Aboud, F. E. (1988). Children and prejudice New York: B. Blackwell. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of school psychology, 35(1), Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11(1), Crosnoe, R., & Johnson, M. K. (2011). Research on adolescence in the twenty-first century. Annual Review of Sociology, 37, Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38(4), Doyle, A., Beaudet, J., & Aboud, F. (1988). Developmental patterns in the flexibility of children's ethnic attitudes. Journal of Cross- Cultural Psychology, 19(1), Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), Erickson, M. F., & Pianta, R. C. (1989). New lunchbox, old feelings: What kids bring to school. Early Education and Development, 1(1), Fabes, R. A., Carlo, G., Kupanoff, K., & Laible, D. (1999). Early adolescence and prosocial/ moral behavior I: The role of individual processes. The Journal of Early Adolescence, 19(1), Fordham, K., & Stevenson Hinde, J. (1999). Shyness, friendship quality, and adjustment during middle childhood. Journal of Child Psychology and Psychiatry, 40(5), Gurucharri, C., & Selman, R. L. (1982). The development of interpersonal understanding during childhood, preadolescence, and adolescence: A longitudinal follow-up study. Child Development, 53(4), Hartup, W. W. (1983). Peer relations. In P. H. Mussen (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (pp ). New York: John Wiley. Hartup, W. W. (1993). Adolescents and their friends. New Directions for Child and Adolescent

20 Development, 1993(60), Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice. Cambridge University Press. Hymel, S., Rubin, K. H., Rowden, L., & LeMare, L. (1990). Children's peer relationships: Longitudinal prediction of internalizing and externaliziing problems from middle to late childhood. Child Development, 61(6), Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29(4), Pianta, R. C., & Steinberg, M. (1992). Teacherchild relationships and the process of adjusting to school. New Directions for Child and Adolescent Development, 1992(57), Sharabany, R., Gershoni, R., & Hofman, J. E. (1981). Girlfriend, boyfriend: Age and sex differences in intimate friendship. Developmental Psychology, 17(6), Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), White, F. A., Wootton, B., Man, J., Diaz, H., Rasiah, J., Swift, E., et al. (2009). Adolescent racial prejudice development: The role of friendship quality and interracial contact. International Journal of Intercultural Relations, 33(6), Youniss, J. (1982). Parents and peers in social development: A sullivan-piaget perspective. University of Chicago Press. : : :

21 Analysis of the Association between Teacher Relationship, Peer Relationship, and Multicultural Acceptability among Adolescents in Korea: Using Latent Growth Modeling Taekho Lee Seokyoung Lee Yoonsun Han Department of Child Psychology & Education, Sungkyunkwan University In this study, we examined the longitudinal change of multicultural acceptability, peer relationship, and teacher relationship using latent growth curve modeling. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,178) of the Korean Children-Youth Panel Survey (KCYPS). The dependent variable was multicultural acceptability. The independent variables were peer relationship and teacher relationship. The major longitudinal findings of this study are as follows: First, peer relationships, teacher relationships and multicultural acceptability increased with time. Second, peer relationship showed a significant effect on the multicultural acceptability over time. Finally, the teacher relationship showed a significant effect on the multicultural acceptability over time. These results show differentiation with previous cross-sectional studies of multicultural acceptability. Furthermore, it is expected that this study will provide educational implications for the cultivation of multicultural acceptability. Key words : physical education, gender, aggression, depression, social withdrawal

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