청소년이 지각한 사회적 지지가 행복에 미치는 영향: 여가만족의 매개효과

국문 초록 (Abstract)

본 연구의 목적은 청소년이 지각한 사회적 지지가 청소년의 행복에 어떤 영향을 미치는지 알아보고, 여가만족의 매개적 효과를 살펴보는데 있다. 이를 위해 인천에 위치한 고등학교 3곳의 1, 2학년 남학생 122명, 여학생 173명, 총 295명을 대상으로 설문을 실시하였다.
본 연구에서는 행복을 측정하기 위해 Hill과 Arygle(2002)이 개발한 옥스퍼드 행복 질문지(The Oxford Happiness Questionnaire)를 허승연(2009)이 번안한 것을 사용하였다. 사회적 지지는 Nolten(1994)이 개발한 Student Social Support Scale을 이미라(2000)가 수정·보완한 학생사회지지척도를 사용하였다. 여가만족은 Beard와 Ragheb(1980)이 개발하고 Ragheb과 Griffith (1982)가 개정한 여가만족척도를 이종길(1992)이 번안하고 김영훈(2007)이 축소한 것을 사용하였다. 수집된 자료는 SPSS 21.0 프로그램을 사용하여 신뢰도 계수(Cronbach’s α)를 산출하고 기술통계분석과 변인들 간의 상관계수 산출하였으며, 회귀분석을 실시하고 Sobel test를 통하여 매개효과의 유의성을 검증하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 청소년이 지각한 사회적 지지와 행복 및 여가만족이 서로 상관이 있는지 알아본 결과, 세 변인은 모두 정적인 상관관계를 이루는 것으로 나타났다.
둘째, 청소년이 지각한 사회적 지지가 행복에 미치는 영향을 알아본 결과, 부모와 교사, 친구의 사회적 지지를 긍정적으로 지각할수록 행복에 긍정적인 영향을 미치는 것으로 나타났다.
셋째, 청소년의 여가만족이 행복에 미치는 영향을 알아본 결과, 여가만족이 높을수록 행복에 긍정적인 영향을 미치는 것으로 나타났다.
넷째, 여가만족이 청소년이 지각한 사회적 지지와 행복 사이를 매개하는지 알아본 결과, 여가만족의 하위요인 중 심리적 만족, 교육적 만족, 환경적 만족은 부모의 지지와 행복의 관계를 부분매개 하는 것으로 나타났다. 또한 여가만족의 하위요인 중 심리적 만족, 교육적 만족, 사회적 만족, 휴식적 만족, 환경적 만족은 교사의 지지와 행복의 관계를 완전매개 하는 것으로 나타났으며, 친구의 지지와 행복의 관계에서는 여가만족의 모든 하위요인이 부분매개 하는 것으로 나타났다.
본 연구를 통하여 청소년이 지각한 사회적 지지와 행복, 여가만족간의 관계를 알 수 있었고, 청소년이 지각한 사회적 지지와 행복과의 관계에서 여가만족의 매개적 효과를 발견함으로써 사회적 지지와 여가만족이 행복을 증진시키는데 중요한 변인임을 확인할 수 있었다. 이러한 연구결과는 청소년의 행복을 위해 부모와 교사, 친구의 관심과 사회적 지지의 필요성을 시사하며, 더불어 여가만족을 향상시킬 수 있도록 하는 교육 및 지원을 조언한다. 따라서 본 연구는 청소년의 높은 행복을 위해 가정과 학교 및 지역사회에 교육적 방향과 프로그램 개발 방향을 제시한 것에 의의가 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate how social support and leisure satisfaction were associated with adolescents’ happiness. Furthermore, this study aimed to examine the mediating role of leisure satisfaction between those factors. Two hundred ninety-five students who are attending a high school in the city of Incheon completed self-reported measures of social support, leisure satisfaction, and happiness. Prior to the main analyses, descriptive statistics and reliability coefficients were ensured for further analyses. Pearson correlations and regressions were used to examine associations among the study variables. The data analyses were performed using the statistical package SPSS 21.0.
The main results of this study were as follows. First, correlation analyses revealed that social support, leisure satisfaction, and happiness were significantly correlated. Second, regression analyses revealed that social support had a significant effect on adolescents’ happiness, showing that support from parents, friends, and teachers were related to greater happiness in adolescents. Third, regression analyses revealed that leisure satisfaction had a significant effect on adolescents’ happiness, indicating that leisure satisfaction was related to greater happiness in adolescents. Fourth, the results of the mediated effect analysis revealed that psychological leisure satisfaction, education leisure satisfaction, and aesthetic leisure satisfaction partially mediated the relationship between perceived parent support and happiness. Five leisure satisfaction scales (i.e., psychological, educational, social, relaxation, and aesthetic) completely mediated the relationship between perceived friend support and happiness. Furthermore, all sub-scales of leisure satisfaction partially mediated the relationship between perceived teacher support and happiness.
Overall, the present study on adolescents in Korea revealed social support and leisure satisfaction were positively associated with happiness. The results also revealed that the relationship between social support and happiness is mediated through leisure satisfaction. These results highlight the important role of leisure satisfaction as well as support from parents, friends, and teachers in enhancing adolescents’ happiness. These findings underscore the significance of leisure satisfaction in adolescents’ lives and suggest consideration of leisure satisfaction as a target in education and intervention. The important contribution of this study is also to demonstrate the value of support from home, school, and community for education improvement and program development in enhancing adolescents’ happiness.

목차 (Table of Contents)

• 국문초록 ··································································· Ⅴ
• Ⅰ. 서론 ····································································· 1
• 1. 연구의 필요성 및 목적 ··········································· 1
• 2. 연구 문제 ···························································· 4
• Ⅱ. 이론적 배경 ························································· 5
• 1. 행복 ···································································· 5
• (1) 행복의 개념 ··················································· 5
• (2) 청소년의 행복 ·················································· 6
• 2. 사회적지지 ··························································· 8
• (1) 사회적 지지의 개념 ·········································· 8
• (2) 청소년이 지각한 사회적 지지와 행복의 관계 ····· 10
• 3. 여가만족 ····························································· 12
• (1) 여가만족의 개념 ············································· 12
• (2) 청소년의 여가만족과 행복의 관계······················ 15
• (3) 청소년이 지각한 사회적 지지와 여가만족의 관계· 17
• Ⅲ. 연구방법 ···························································· 21
• 1. 연구대상 ····························································· 21
• 2. 조사도구 ····························································· 24
• 3. 연구절차 ····························································· 27
• 4. 자료분석 ····························································· 27
• Ⅳ. 연구결과 ···························································· 29
• 1. 주요 변인들의 특성 ············································· 29
• 2. 사회적 지지, 여가만족과 행복의 관계 ··················· 31
• 3. 청소년이 지각한 사회적 지지와 행복과의 관계에서 여가만족의 매개효과 ·············································· 34
• Ⅴ. 논의 및 결론 ···················································· 47
• 1. 결과요약 및 논의 ················································ 47
• 참고문헌 ······································································· 54
• 부록 ············································································· 65
• ABSTRACT ································································· 75