대학생의 지각한 부모의 심리적 통제가 사회불안에 미치는 영향에서 평가염려 완벽주의와 정서조절곤란의 순차적 이중매개효과 = Sequential Double Mediation of Evaluative Concerns Perfectionism and Emotion Regulation Difficulties in the Link between Parental Psychological Control and College Students’ Social Anxiety

국문 초록 (Abstract)

본 연구는 대학생의 지각한 부모의 심리적 통제와 사회불안의 관계에서 평가염려 완벽주의와 정서조절곤란의 순차적 이중매개효과를 확인하는 것을 목적으로 한다. 이
에 따른 연구 문제는 다음과 같다.
첫째, 부모의 심리적 통제, 사회불안, 평가염려 완벽주의, 정서조절곤란 간에는 유의미한 상관관계가 있는가?
둘째, 부모의 심리적 통제와 사회불안 사이에 평가염려 완벽주의가 매개하는가?
셋째, 부모의 심리적 통제와 사회불안 사이에 정서조절곤란이 매개하는가?
넷째, 부모의 심리적 통제와 사회불안 사이에 평가염려 완벽주의와 정서조절곤란의 순차적 이중매개효과가 있는가?
이를 확인하기 위해 본 연구는 2025년 10월 20일부터 10월 27일까지 전국의 대학생들을 대상으로 자기보고식 온라인 설문조사를 실시하였다. 300부의 응답 중 불성실한 답변과 이상치를 제외하고 총 287부(남성108부, 여성179부)를 연구 분석에 사용하였다. 자료 분석을 위해 SPSS 29.0와 SPSS Process Macro Model 4.2 프로그램을 사용해 신뢰도, 빈도분석, 기술통계분석, Pearson의 상관관계분석, 매개효과분석, 부트스트래핑(Bootstraping)을 실시하였다. 본 연구 결과는 다음과 같다.
첫째, 부모의 심리적 통제, 평가염려 완벽주의, 정서조절곤란, 사회불안 간의 상관분석을 실시한 결과, 부모의 심리적 통제, 평가염려 완벽주의, 정서조절곤란, 사회불안
간에는 유의미한 정적 상관이 확인되었다.
둘째, 부모의 심리적 통제와 사회불안 사이에서 평가염려 완벽주의의 매개효과를 검증하였다.
셋째, 부모의 심리적 통제와 사회불안 사이에서 정서조절곤란의 매개효과를 검증하였다.
넷째, 부모의 심리적 통제와 사회불안 사이에서 평가염려 완벽주의와 정서조절곤란의 순차적 이중매개효과를 검증하였다.
본 연구에서는 부모의 심리적 통제가 높을수록 평가염려 완벽주의와 정서조절곤란이 높아지고, 이로 인해 사회불안이 증가한다는 점을 확인하였다. 이러한 결과는 대학
생들이 경험하는 사회적 평가 상황과 정서적 어려움을 이해하는 데 중요한 기초자료를 제공한다. 특히 평가에 민감한 대학생을 대상으로 부모의 심리적 통제 경험과 정서
조절곤란의 경로를 중심으로 한 상담적 개입의 필요성을 강조하는 데 기여할 것으로 기대된다.

다국어 초록 (Multilingual Abstract)

This study aimed to examine the sequential double mediating effects of evaluative concerns perfectionism and emotion regulation difficulties in the relationship between parental psychological control perceived by college students and social anxiety. The research questions were as follows.
First, are there significant correlations among parental psychological control, social anxiety, evaluative concerns perfectionism, and emotion regulation difficulties?
Second, does evaluative concerns perfectionism mediate the relationship between parental psychological control and social anxiety?
Third, does emotion regulation difficulties mediate the relationship between parental psychological control and social anxiety?
Fourth, do evaluative concerns perfectionism and emotion regulation difficulties sequentially mediate the relationship between parental psychological control and social anxiety?
To address these questions, an online self-report survey was conducted with college students nationwide from October 20 to October 27, 2025. Of the 300 responses collected, a total of 287 questionnaires (108 males and 179 females) were used for the final analysis after excluding insincere responses and outliers. Data analyses were performed using SPSS 29.0 and the SPSS Process Macro Model 4.2, including reliability analysis, frequency analysis, descriptive statistics, Pearson’s correlation analysis, mediation analysis, and bootstrapping.
The results of this study were as follows.
First, the correlation analysis revealed significant positive correlations among parental psychological control, evaluative concerns perfectionism, emotion regulation difficulties, and social anxiety.
Second, evaluative concerns perfectionism was found to significantly mediate the relationship between parental psychological control and social anxiety.
Third, emotion regulation difficulties also significantly mediated the relationship between parental psychological control and social anxiety.
Fourth, the sequential double mediating effects of evaluative concerns perfectionism and emotion regulation difficulties were confirmed in the relationship between parental psychological control and social anxiety.
Overall, the findings indicate that higher levels of parental psychological control are associated with increased evaluative concerns perfectionism and greater emotion regulation difficulties, which in turn lead to higher levels of social anxiety. These results provide important foundational data for understanding the social evaluative contexts and emotional difficulties experienced by college students. In particular, this study highlights the need for counseling interventions that focus on parental psychological control and emotion regulation processes among college students who are highly sensitive to evaluation.

목차 (Table of Contents)

• 그림목차 ·················································································································· ⅲ
• 표목차······················································································································· ⅳ
• 국문초록 ················································································································ ⅴ
• Ⅰ. 서론·································································································································· 1
• Ⅱ. 이론적 배경··················································································································· 8
• 1. 대학생····························································································································· 8
• 2. 사회불안······················································································································· 11
• 3. 심리적 통제················································································································· 14
• 4. 평가염려 완벽주의····································································································· 17
• 5. 정서조절곤란··············································································································· 20
• 6. 변인들 간의 관계······································································································· 22
• 1) 부모의 심리적 통제와 사회불안········································································· 22
• 2) 부모의 심리적 통제와 평가염려 완벽주의······················································· 24
• 3) 부모의 심리적 통제와 정서조절곤란································································· 26
• 4) 평가염려 완벽주의와 사회불안··········································································· 28
• 5) 정서조절곤란과 사회불안····················································································· 30
• 6) 평가염려 완벽주의와 정서조절곤란··································································· 32
• Ⅲ. 연구 문제 및 용어 정의························································································ 34
• 1. 연구 문제····················································································································· 34
• 2. 용어 정의····················································································································· 35
• Ⅳ. 연구 방법····················································································································· 37
• 1. 연구 대상····················································································································· 37
• 2. 연구 도구····················································································································· 40
• 1) 부모의 심리적 통제와 사회불안······································································· 40
• 2) 부모의 심리적 통제와 평가염려 완벽주의····················································· 42
• 3) 부모의 심리적 통제와 정서조절곤란······························································· 44
• 4) 평가염려 완벽주의와 사회불안········································································· 46
• 3. 연구 절차···················································································································· 48
• 1) 예비조사················································································································· 48
• 2) 본조사····················································································································· 48
• 4. 자료 분석···················································································································· 49
• Ⅴ. 연구 결과····················································································································· 51
• 1. 변인들의 기술적 통계······························································································· 51
• 2. 변인들의 상관관계····································································································· 54
• 3. 매개효과······················································································································· 58
• Ⅵ. 결론 및 논의·············································································································· 67
• 참고문헌···················································································································· 75
• 부록···························································································································· 86
• Abstract····················································································································· 97