어머니의 심리적 통제가 중학생의 학업무기력에 미치는 영향 : 자기효능감과 교사의 정서적 수용성의 조절된 매개효과

국문 초록 (Abstract)

본 연구는 어머니의 심리적 통제와 중학생의 학업무기력 간의 관계에서
자기효능감의 매개효과를 파악하고, 교사의 정서적 수용성의 수준에 따라
어머니의 심리적 통제가 중학생의 자기효능감을 통해 학업무기력에
미치는 영향이 조절되는지를 검증하였다. 연구대상은 제주도를 제외한
전국 중학교 2～3학년 335명(남학생 47.2%, 여학생 52.8%)이며,
자료수집은 온라인 설문조사를 통해 이루어졌다. 측정도구는 학업무기력,
어머니의 심리적 통제, 자기효능감, 교사의 정서적 수용성 척도로
구성되었으며, 수집된 자료는 SPSS 25.0과 PROCESS macro 4.2
프로그램(Hayes, 2018)을 활용하여 성별, 학년, 학업성취도를 통제한 후
분석하였다. 먼저 연구대상의 사회인구학적 특성과 주요 변인의 일반적
경향을 확인하기 위해 기술통계분석과 빈도분석을 실시하고, Pearson
상관관계 분석을 통해 변인 간 관련성을 확인하였다. 다음으로 Model 4를
사용하여 단순 매개효과를 검증하고, Model 14를 사용하여 교사의 정서적
수용성의 조절된 매개효과를 검증하였다.
본 연구의 주요 결과는 다음과 같다. 첫째, 어머니의 심리적 통제는
자기효능감을 매개로 학업무기력에 유의한 영향을 미쳤다. 즉, 어머니의
심리적 통제가 높을수록 청소년의 자기효능감이 낮아지고, 이는
학업무기력 증가로 이어지는 것으로 나타났다. 둘째, 어머니의 심리적
통제가 자기효능감을 통해 학업무기력에 미치는 영향에서 교사의 정서적
수용성의 조절된 매개효과가 유의하게 나타났다. 구체적으로, 교사의
정서적 수용성이 높을수록 자기효능감 저하를 통한 학업무기력 증가의
- ii -
간접효과가 더 크게 나타났으며, 이를 통해 정서적으로 수용적인 학급
환경이 자기효능감 수준에 따른 학업무기력의 차이를 더욱 분명하게
드러내는 맥락으로 기능함을 확인하였다.
이러한 결과는 가정에서 어머니의 심리적 통제로 인해 자기효능감이
저하되지 않도록 하는 개입이 중요함을 시사한다. 이때 교사의 정서적
수용송이 높을수록 자기효능감의 수준이 학업무기력에 미치는 영향이
증폭될 수 있으므로, 교사의 정서적 수용성 증진과 함께 중학생의
자기효능감 향상을 위한 지원이 병행될 필요가 있다. 본 연구는
학업무기력의 발달 메커니즘에 대한 학문적 이해를 확장하고,
가정·개인·학교 환경을 통합적으로 고려한 다층적 개입전략을 마련하기
위한 기초자료를 제공하였다

목차 (Table of Contents)

• Ⅰ. 서 론 ······························································································ 1
• 1. 연구 필요성 ················································································ 1
• 2. 연구 문제 ···················································································· 9
• 3. 연구 모형 ···················································································· 9
• 4. 용어 정리 ···················································································· 10
• 1) 학업무기력 ············································································· 10
• 2) 어머니의 심리적 통제························································· 10
• 3) 자기효능감 ············································································· 10
• 4) 교사의 정서적 수용성 ························································· 11
• Ⅱ. 이론적 배경 ···················································································· 12
• 1. 중학생의 학업무기력 ································································ 12
• 1) 학업무기력의 개념 ······························································· 12
• 2. 어머니의 심리적 통제와 학업무기력 ···································· 14
• 1) 심리적 통제의 개념 ····························································· 14
• 2) 심리적 통제와 학업무기력의 관계 ··································· 16
• 3. 심리적 통제, 자기효능감, 학업무기력의 관계···················· 17
• 1) 자기효능감의 개념 ······························································· 17
• 2) 심리적 통제와 학업무기력의 관계에서 자기효능감의
• 매개효과 ··················································································· 18
• 4. 부모의 심리적 통제와 자기효능감이 학업무기력에 미치는 영향에서
• 교사의 정서적 수용성의 역할 ················································· 21
• - iv -
• 1) 교사의 정서적 수용성의 개념 ··········································· 21
• 2) 심리적 통제와 자기효능감이 학업무기력에 미치는 영향에서
• 교사의 정서적 수용성의 조절된 매개효과 ····················· 23
• Ⅲ. 연구 방법 ························································································ 27
• 1. 연구 대상 ·················································································· 27
• 2. 측정 도구 ·················································································· 28
• 1) 종속변인: 학업무기력 ························································ 28
• 2) 독립변인: 어머니의 심리적 통제 ···································· 30
• 3) 매개변인: 자기효능감 ························································ 31
• 4) 조절변인: 교사의 정서적 수용성 ···································· 32
• 5) 통제변인: 성별, 학년, 학업성취도 ·································· 33
• 3. 연구 절차 ·················································································· 34
• 1) 예비조사 ··············································································· 34
• 2) 본 조사 ················································································· 34
• 4. 자료 분석 ·················································································· 35
• Ⅳ. 연구결과 ·························································································· 36
• 1. 측정 변인의 일반적 경향························································ 36
• 2. 변인 간 상관관계 ······································································ 37
• 3. 어머니의 심리적 통제와 중학생의 학업무기력 간의
• 관계에서 자기효능감의 매개효과 ········································· 38
• 4. 어머니의 심리적 통제가 중학생의 학업무기력에 미치는
• 영향에서 교사의 정서적 수용성에 의해 조절된
• 자기효능감의 매개효과 ··························································· 41
• - v -
• Ⅴ. 결론 ·································································································· 45
• 1. 연구결과 요약 ············································································ 45
• 2. 논의 및 제언 ·············································································· 46
• 1) 어머니의 심리적 통제가 중학생의 학업무기력에 미치는 영향에서
• 자기효능감의 매개효과 ··························································· 46
• 2) 어머니의 심리적 통제와 자기효능감이 중학생의 학업무기력에 미치는
• 영향에서 교사의 정서적 수용성의 조절된 매개효과 ······· 49
• 참고문헌 ································································································· 55
• 영문초록 ································································································· 69
• 부록 ·········································································································· 71