한국심리학회지 : 코칭 (The Korean Journal of Coaching Psychology)

  • 제6권2호
  • /
  • Pages.1-26
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  • 2022
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  • 2586-0755(pISSN)
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  • 2799-8444(eISSN)
한국코칭심리학회 (Korean Association of Coaching Psychology)
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학생이 지각한 교사의 소명의식이 학생의 안녕감에 미치는 영향: 정서적 지지와 적응적 인지적 정서조절전략의 순차적 매개효과

The effect of student-perceived teacher's calling on student's well-being: Emotional support and adaptive cognitive emotion regulation as serial mediators

  • 박희웅 (연세대학교 심리학과 ) ;
  • 박상우 (연세대학교 심리학과 ) ;
  • 이수란 (서울사이버대학교 군경상담학과)
  • Hee Woong Park (Department of Psychology Yonsei University ) ;
  • Sang Woo Park (Department of Psychology Yonsei University ) ;
  • Suran Lee (Military & Police Counseling Seoul Cyber University)
  • 투고 : 2022.12.08
  • 심사 : 2022.12.09
  • 발행 : 2022.12.31
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초록

본 연구는 개인의 소명의식이 자신뿐만 아니라 상호작용하는 타인에게도 영향을 미칠 수 있다는 선행연구를 바탕으로 학생이 지각한 교사의 소명의식이 학생에게 미치는 영향을 살펴보고자 하였다. 구체적으로 학생이 지각한 교사의 소명의식이 학생의 안녕감에 미치는 영향과 그 메커니즘을 알아보기 위해 대한민국 고등학생 494명을 대상으로 설문을 실시하고, 학생이 지각한 교사의 소명의식과 학생의 안녕감의 관계가 정서적 지지와 적응적 인지적 정서조절전략에 의해 매개되는지를 구조방정식 모형 검증을 통해 살펴보았다. 그 결과, 학생이 지각한 교사의 소명의식은 정서적 지지를 매개하여 학생의 안녕감에 정적인 영향을 주는 것으로 나타났다. 또한, 학생이 지각한 교사의 소명의식은 정서적 지지를 매개하여 학생의 적응적 인지적 정서조절전략의 사용을 높이는 것으로 나타났으며, 정서적 지지는 학생의 적응적 인지적 정서조절전략을 매개하여 학생의 안녕감 수준을 높이는 것으로 나타났다. 마지막으로, 학생이 지각한 교사의 소명의식이 안녕감에 영향을 미치는 경로에서 정서적 지지(매개변인 1)와 적응적 인지적 정서조절전략(매개변인 2)의 순차적 매개효과가 유의하였다. 이와 같은 결과를 바탕으로 연구의 이론 및 실무적 함의, 한계점 및 후속 연구에 대한 제안을 논의하였다.

This study investigated the effect of student-perceived teacher's calling on student's well-being and the mediating effects of student-perceived emotional support and adaptive cognitive emotion regulation strategies. We analyzed data from 494 high school students in South Korea by using structural equation modeling. The results showed that student-perceived emotional support from the teachers mediated the relationship between student-perceived teacher's calling and adaptive cognitive emotion regulation strategies. Also, adaptive cognitive emotion regulation strategies mediated the relationship between student-perceived emotional support and student's well-being. Furthermore, student-perceived emotional support and adaptive cognitive emotion regulation strategies sequentially mediated the indirect positive relationship between student-perceived teacher's calling and student's well-being. Based on these results, implications and recommendations for future research are discussed.

키워드

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