가족과의 저녁식사 횟수와 초등학생의 인지적 비인지적 영역의 관계 : 부모와의 긍정적인 상호작용의 매개효과

This study investigates the association between family dinner frequency and elementary students’ educational outcomes, with particular attention to the underlying mechanisms. Using data from the first to third waves of the Jeonnam Education Longitudinal Study (n = 2,062), we examined the links between family dinners and both cognitive and non-cognitive domains. A two-level hierarchical linear model revealed no significant relationship between family dinner frequency and cognitive outcomes, regardless of the inclusion of control variables. In contrast, family dinners were positively associated with students’ learning attitudes and self-concept. Mediation analysis further showed that positive parent-child interactions partially mediated the association between family dinners and non-cognitive outcomes. These results remained robust even after accounting for school fixed effects. Building on these results, we briefly discuss ways to mitigate educational disparities associated with differences in family dinner status and policy implications for providing dinners within the Neulbom School program.