유아교육기관 교사의 영성과 부모상담 성과 간 자기성찰의 매개효과

최경숙 ( Choi Kyung Suk ) 한국사회복지경영학회 2019 사회복지경영연구 Vol.6 No.2

본 연구는 유아교육기관 교사의 영성이 부모상담 성과에 미치는 영향을 분석하고 자기성찰의 매개효과를 검증함으로써, 상담에서 영성의 중요성을 인식하고 교사의 영성과 자기성찰 능력을 성장시켜 부모상담의 성과를 높이기 위한 이론적, 실천적, 정책적 함의를 도출하는데 연구목적을 두고 있다. 연구결과는 다음과 같다. 첫째, 유아교육기관 교사의 영성은 부모상담 성과에 유의미한 영향을 미치는 것으로 나타났다. 영성의 하위변인인 내적통합성은 부모상담 성과에 영향을 미치지 않았으나, 삶의 의미와 목적, 상호관계성, 초월성은 부모상담 성과에 유의미한 영향을 미치는 것으로 나타났다. 둘째, 유아교육기관 교사의 자기성찰은 부모상담 성과에 미치는 영향을 검증한 결과 자기성찰은 부모상담 성과에 유의미한 영향을 미치는 것으로 나타났다. 자기성찰의 하위변인인 타인탐색은 부모상담 성과에 영향을 미치지 않았으나, 자기탐색, 자기이해, 타인이해는 부모상담 성과에 유의미한 영향을 미치는 것으로 나타났다. 셋째, 교사의 영성과 부모상담 성과 사이에서 자기성찰의 매개효과를 검증한 결과 간접효과가 유의미하게 나타나 매개효과가 있는 것으로 분석되었다. 자기성찰의 하위변인에 대한 매개효과 검증에서는 자기탐색, 자기이해, 타인탐색, 타인이해 모두 간접효과가 유의미하게 나타나 매개효과가 있는 것으로 분석되었다. 이상의 연구결과와 같이 교사의 영성과 자기성찰은 부모상담 성과에 영향을 미치는 중요한 변인임을 확인하였다. The purpose of this study is to derive the theoretical, practical and policy implications to enhance the parent counseling outcome by analyzing the effects of the early childhood teacher's spirituality on parental counseling outcome, by verifying the mediating effects of self-reflection, by recognizing the importance of spirituality in counseling and by growing their spirituality and self-reflection ability. Three questions were set as research topics. First, what is the effect of the teacher's spirituality on parental counseling outcome? Second, what is the effect of the self-reflection of early childhood education teachers on the outcome of parent counseling? Third, what is the mediating effect of self-reflection on the relationship between the teacher's spirituality and parental counseling outcome? This study was conducted on 521 teachers working in early childhood educational institutions located in Seoul, Gyeonggi-do, and Incheon. The collected data were analyzed by structural equation using SPSS 22.0 statistical program and AMOS 22.0. The results of the study are as follows. First, the teacher's spirituality had a significant effect on the outcome of parental counseling. Intra-integration, a sub-variable of spirituality, did not affect parental counseling outcome, but the life meaning and purpose, its interrelationship and transcendence had significant effects on parental counseling outcome. Second, as a result of verifying the effect of the self-reflection of early childhood teacher's self-reflection on the counseling outcome of parents, it showed a significant effect. The search for others, which is a sub-variable of self-reflection, did not affect the outcome of parental counseling, but self-exploration, self-understanding and understanding of others had a significant effect on the outcome of parental counseling. Third, as a result of verifying the mediating effect of self-reflection on the relationship between teacher's spirituality and parental counseling outcome, the indirect effect was significant and was analyzed as mediating effect. In the verification of the mediating effect on the sub-variables of self-reflection, indirect effects of self-search, self-understanding, search of others and understanding of others were found to have mediating effects. As the result of above research, it was confirmed that the teacher's spirituality and self-reflection are important variables influencing the outcome of parental counseling. The limitations and suggestions of this study are as follows. First, in the data collection method, parents' counseling performance was measured through the teacher's perception, and it is necessary to secure objectivity and reliability through multidimensional measurement including counseling performance evaluated by parents or third party observers. Second, in the methodology of research, it is necessary to reconsider the outcome factors of parental counseling by measuring it at the end of counseling. Third, since the teacher's spirituality and self-reflection were identified as important variables influencing parental counseling outcome, the discussions about how teachers should use, practice, and deal with them in the counseling process should be conducted more actively. Lastly, it is significant that teachers' spirituality is an important factor influencing the outcome of parental counseling at the point of increasing interest in the importance and role of spirituality in the field of counseling.

초등학생용 자기성찰 증진 프로그램(SRPP) 개발 및 효과 검증

이연수 ( Youn Soo Lee ) 한국초등도덕교육학회 2011 초등도덕교육 Vol.0 No.36

도덕이 정해진 규범이나 규칙을 기계적으로 준수하는 것이 아니라 자신의 삶을 자신이 살아가면서 구성해 나가는 과정이라면, 중요한 것은 자기성찰(self-reflection) 능력이다. 본 연구는 초등학생들이 자신을 돌아보고, 자신을 이해하며, 도덕적 삶을 살아가는데 핵심적 역할을 할 수 있는 자기성찰 능력을 증진 시키는 프로그램 개발을 목적으로 한다. ``초등학생용 자기성찰 증진 프로그램(a self-reflection promotion program for elementary school students: SRPP)``개발 모형과 절차는 프로그램 개발 관리모형(이연수, 2010a)에 따라 조직, 구성, 개발하였다. 프로그램 개발 관리모형은 계획, 개발, 실행, 평가의 4단계로 구성되어 있으며 8단계의 하위 절차로 구성되었다. 개발된 프로그램의 효과 검증을 위하여, 집단유형별(실험집단/통제집단), 측정시기별(사전/사후/추후) 2×3의 혼합설계에 따라 프로그램 효과를 검증하였다. 프로그램 효과 검증을 위하여 50문항으로 구성된 초등학생용 간편-자기성찰 척도(SSRS: 이연수, 2011)를 활용하였다. SSRS 척도의 신뢰도 계수는 .951이다. 연구 결과, 본 연구에서 개발한 초등학생용 자기성찰 증진 프로그램은 타당하게 구성되었고, 그 효과가 신뢰롭게 검증되었으며, 프로그램 효과가 지속되는 것으로 확인되었다. 본 연구에서 수집된 자료에 대한 분석은 SPSS 12.0 통계패키지 프로그램을 활용하였다. The present study attempted to develop a Self-Reflection Promotion Program for elementary school students(SRPP). The study investigated the following research questions: 1. Could Will the Self-Reflection Promotion Program for elementary school students be constructed properly? 2. Could the validity of the Self-Reflection Promotion Program for elementary school students be verified empirically? 2-1. Does the Self-Reflection Promotion Program for elementary school students effectively increase the scores of care in the treatment group than those in the control group? 2-2. Does the Self-Reflection Promotion Program for elementary school students effectively increase the scores of subfactors than those in the control group? The Self-Reflection Promotion Program for elementary school students was developed based on the program development model previously designed in this study. The Self-Reflection Promotion Program for elementary school students was made up of 12 sessions: 40 minutes per session. 20 students volunteered to participate in the program. and they were randomly allotted into 2 groups, each of 10 students. The students of treatment group received a Self-Reflection Promotion Program, while the students of the control group had no treatment. The final data were collected from 20 students in each group. The program used for data analysis was SPSS 12.0K for Windows and the significance level for hypothesis testing was set at .05. The results were as follows: First, treatment group showed significantly higher scores than the control group on the levels of self-reflection. Second, treatment group showed significantly higher scores than the control group in 5 subfactors such as examinative reflection, existential reflection, dialogical reflection, empathetic reflection, inquiritivel reflection factors on the degrees of self-reflection. In conclusion, it was shown that the Self-Reflection Promotion Program for elementary school students was developed properly.

외국인 대학생의 ‘성찰 글쓰기’ 과목 개설을 위한 연구 - ‘자아 정체성’과 ‘문화 적응 스트레스’, ‘한국어 능력’의 상관관계를 중심으로 -

신윤경 한국언어문화교육학회 2015 언어와 문화 Vol.11 No.3

This thesis focuses on foundation research to outline content and direction of ‘self-reflection’ writing for foreign university students. Writing class has been positioned as a ‘must’ not only a ‘necessary’ subject in university education curriculum. Various writing classes such as writing classes tailored by departments, classic literature reading and writing, discussion and writing, show the writing classes have been diversified by considering students background and collaborated with related studies. The ‘self-reflection’ writing is related with a process of finding ‘self-identity’. Like other students, foreign students studying in Korea are also in the stage of finding their own ‘self-identities’. Therefore, it’s necessary to design separate ‘self-reflection’ writing classes only for foreign students like other writing classes in universities today, as there are clear differences or common grounds between foreign and local students. However, ‘self-reflection’ writing is still very new concept to foreign students. Therefore, this thesis aims to review the correction between identified factors influencing ‘self-identity’ finding such as the level of ‘Korean proficiency’ or stress from ‘cultural adoption’ and the ‘self-identity’ finding process. The research may provide a direction on ‘self-reflection’ writing classes for foreign students. First, correlation analysis shows there is no significant relationship between a process of finding ‘self-identity’ and ‘Korean proficiency’. This analysis result shows that ‘self-reflection’ writing class is a necessary class for all foreign students without regarding their level of Korean proficiency because their ‘self-identities’ finding process does not depend on Korean proficiency. However, there is clear correlation between the process of finding ‘self-identity’ and the level of stress for ‘Korea cultural adoption’, which shows a direction to design content for the ‘self-reflection’ classes. In a different word, providing content helping students’ Korean cultural adoption leading to reduce the stress of the cultural adoption process can help them to find their ‘self-identity’. Finally, it’s necessary to tailor the level of difficulties of literature material when we provide it to students, as the research shows the lower the Korean proficiency students have, the higher stress level they have for Korean cultural adoption.

코로나-19 상황에서 의예과 학생들의 심리적 특성과 자기 돌아보기 명상의 교육적 효과

권래원 ( Rae Won Kwon ),전민영 ( Min Young Chun ),이상률 ( Sang Yull Lee ),윤소정 ( So Jung Yune ) 대한의료커뮤니케이션학회 2021 의료커뮤니케이션 Vol.16 No.1

Background : In the situation of the national crisis caused by Covid-19, healthcare providers face leadership challenges and professional composure for the benefit of the community. This article aims to find out that self-reflection meditation class for premedical students improves medical leadership and resilience needed for healthcare providers. Methods : The sample was comprised of 109 premedical students at Pusan National University. We lectured ‘Physicians and leadership’ class focused on self-reflection and meditation for six weeks. We surveyed stress factors, self-reflection, self-esteem, and expectations for life before the class and asked about course satisfaction and changes after the class. A total of 109 questionnaires were retrieved to analyze the data and derive the results of the study. Results : In the questionnaires about stress factors and self-reflections, grades and exams and questions related to expectations for life recorded the highest average, and negative thinking about self-esteem has the lowest score. In the questionnaire, which asked students to describe their feelings and changes through meditation, most students answered that they could learn to empty negative feelings and be emotionally calm and stable. These were also found in the reflection note analysis. Students experienced ‘self-understanding through deep reflection’ and ‘resolve vague anxiety and fear’ through meditation. This also leads to increase self-awareness and self-satisfaction. Conclusion : Self-reflection meditation class improved emotional and psychological stability for students and fostered self-leadership to drive their lives in the direction they want. This facilitates interpersonal relationships, leadership, and resilience needed as a healthcare provider.

공공도서관에서 인문학 교육을 통한 자기 성찰이 삶의 만족, 자아 존중감에 미치는 영향

유혜선(Yoo Haesean) 한국문화융합학회 2021 문화와 융합 Vol.43 No.12

본 연구는 은퇴 이후의 은퇴자들이 공공도서관에서 인문학 교육이 자기성찰을 통하여 자아존중감을 회복하며 제2의인생 설계하며 행복하게 사는데 영향력을 미치는가? 에 대하여 살펴본 연구이다. 연구 결과는 다음과 같다. 첫째, 인문학교육을 통한 자기성찰은 자아존중감에 정(+)의 영향을 미쳤다. 따라서 자기성찰을 활발하게 하는 인문학 교육은 심리도구로서 자신을 잘 다룰 수 있게 할 것이다. 둘째, 자기성찰은 삶의 만족도에 정(+)의 영향을 미쳤다. 이 결과는 자기성찰을 통한 자기이해와 자기탐색을 향상시키는 것은 삶의 만족도를 향상시키는데 매우 중요함을 알 수 있고, 자기성찰의힘을 공공도서관에서의 다양한 인문학 프로그램을 통하여 얻을 기회를 얻게 됨을 의미한다. 셋째, 자기성찰이 삶의 만족도에 영향을 미치는 경로에서 자아존중감의 부분매개효과가 있었다. 이것은 자기성찰이 삶의 만족도에 직접적인 영향을미치기도 하지만, 자아존중감을 거쳐 간접적으로 영향을 미치는 것을 의미한다. 이 결과는 은퇴자의 삶의 만족도와 삶의만족을 향상시키기 위해서 자기성찰과 더불어 자아존중감의 증진을 위해 노력해야 함을 의미한다. The purpose of this study is to find out whether humanities education in public libraries has an impact on recovering self-esteem through self-reflection, designing a second life, and living happily after retirement? This is a study on The study results are as follows. First, self-reflection through humanities education had a positive (+) effect on self-esteem. Therefore, humanities education that promotes self-reflection will enable you to handle yourself well as a psychological tool. Second, selfreflection had a positive (+) effect on life satisfaction. This result shows that improving self-understanding and self-exploration through self-reflection is very important for improving life satisfaction, and it means that you will have an opportunity to acquire the power of self-reflection through various humanities programs in public libraries. Third, there was a partial mediating effect of self-esteem in the path where self-reflection affects life satisfaction. This means that introspection directly affects life satisfaction, but indirectly affects self-esteem. This result means that in order to improve the life satisfaction and life satisfaction of retirees, efforts should be made to promote self-esteem as well as self-reflection.

어린이집 교사의 자기성찰지능이 교사-영유아 상호작용에 미치는 영향에서 교수창의성의 매개효과

서의석,김미숙 한국유아교육ㆍ보육복지학회 2018 유아교육·보육복지연구 Vol.22 No.3

The purpose of this study is to investigate the relationship between day care center teachers' self-reflection intelligence, instructional creativity and teacher-young children interactions, and to identify whether instructional creativity affects the influence of teachers' self-reflection intelligence on teacher-young children interactions. The subjects of this study are 227 teachers of day care centers in Seoul, Gyeonggi, Incheon, and Cheonan, Chungnam. This study has analyzed the correlation in order to understand the relationship between self-reflection intelligence of day care center teachers, instructional creativity and teacher-young children interactions. Moreover, to understand the role of instructional creativity as a mediator in the relationship between day care center teachers' self-reflection intelligence and teacher-young children interactions, this study has conducted Sobel test for post statistical verification after hierarchical regression analysis pursuant to methods for mediation (Baron & Kenny, 1976). The results of this study are as follows: First, the self-reflection intelligence, instructional creativity and teacher-young children interaction all show positive correlation. Second, instructional creativity shows partial mediation effect in the influence of day care center teachers' self-reflection intelligence on teacher-young children interaction. In other words, the study has confirmed that self-reflection intelligence has a positive influence on instructional creativity and teacher-young children interactions with instructional creativity increasing the effects of self-reflection intelligence on teacher-young children interactions. This study implies the necessity of measures to improve instructional creativity as well as self-reflection intelligence of day care center teachers, for the results suggest that instructional creativity of day care center teachers, combined with self-reflection intelligence, improves the quality of teacher-young children interactions. 본 연구에서는 어린이집 교사의 자기성찰지능 교수창의성 교사 영유아와의 상호작용 간의 관계를 알아보고 어린이집 교사의 자기성찰지능이 교사 영유아와의 상호작용에 미치는 영향에서 교수창의성이 영향을 미치는지 살펴보고자 하였다 본 연구대상은 서울특별시 경기도 인천광역시 충남 천안시 지역 어린이집 교사 명이다 본 연구는 어린이집 교사의 자기성찰지능 교수창의성 교사 영유아 상호작용의관계를 알아보기 위해 상관관계를 분석하였다 또한 어린이집 교사의 자기성찰지능과 교사와 영유아 상호작용의 관계에서 교수창의성이 매개변인으로서 역할을 하는지 알아보기 위해 과 의매개효과 검증법에 따라서 위계적 회귀 분석 후 사후 통계적 검증을 위해 를 실시하였다연구에서 얻어진 결과는 첫째 어린이집 교사의 자기성찰지능과 교수창의성 교사 영유아간의 상호작용은 모두 정적상관관계가 나타났다 둘째 어린이집 교사의 자기성찰지능이 교사 영유아간의 상호작용에 미치는 영향력에서 교수창의성은 부분매개효과가 나타났다즉 자기성찰지능은 교수창의성과 교수 영유아 상호작용에 정적인 영향력을 미치며 매개변인인 교수창의성은 자기성찰지능이 교사 영유아 상호작용에 영향력을 증가시킨다는 것을 확인하였다 본 연구결과를 통해 어린이집 교사의 교수창의성은 자기성찰지능과 결합하여 교사 영유아 상호작용의 질을 높이기때문에 이를 위해 자기성찰지능과 함께 교수창의성을 높일 수 있는 방안이 필요함을 시사한다

경기 지역 전문대학생의 고용가능성과 교육서비스, 자기성찰 및 자기효능감의 인과적 관계

강인주,정철영 한국농·산업교육학회 2013 농업교육과 인적자원개발 Vol.45 No.3

The purpose of this study was to identify the causal relationship among employability, college educational service, self-reflection and self-efficacy of junior college students. The population of this study was the students attending two or three years junior colleges in gyeonggi provice. With the random and ratio sampling methods, 300 undergraduates were drawn from this population. All of the variables were measured by 1~3 measured variables. Employability was consisted of internal and external employability. Educational service was consisted of curriculum, interaction with professor and extra-curricular program. Self-reflection was consisted of self-reflection needs and self-reflection engagement. Self-efficacy was single measured variable of general self-efficacy. The results of this study were as follows: First, the fix indexed of causal model among employability, educational service, self-reflection and self-efficacy were identified suitably. Second, educational service had direct effect on employability, however, self-reflection had no direct effect on employability. Third, self-reflection and self-efficacy had moderating effect in the relationship between educational service and employability. Forth, self-efficacy had direct effect on employability and also had moderating effect in the relationship between self-reflection and employability. 이 연구는 경기 지역 전문대학생의 고용가능성과 교육서비스, 자기성찰 및 자기효능감의 관계를 구명하는데 그 목적이 있었다. 이를 위하여 경기 지역 전문대학교 3개를 무선표집 후 전공계열과 성별 비율을 고려하여 각 학교당 100명씩 총 300명을 표집하였다. 이때 각각의 잠재변인은 고용가능성(내부고용가능성, 외부고용가능성), 교육서비스(전공수업, 교수와의 상호작용, 학업 외 역량개발), 자기성찰(자기성찰 욕구, 자기성찰 수행), 자기효능감을 설정하여 측정하였다. 수집된 자료는 구조방정식모형(Structural Equation Modeling)을 이용하여 분석하였으며, 구체적인 연구결과는 다음과 같다. 첫째, 경기 지역 전문대학생의 고용가능성과 교육서비스, 자기성찰 및 자기효능감 간의 인과모형의 적합도가 모두 양호한 것으로 나타나 변인 간의 인과관계를 타당하게 예측하였다. 둘째, 경기 지역 전문대학생의 교육서비스는 고용가능성에 직접적으로 정적인 영향을 미쳤으며, 자기성찰과 자기효능감을 매개로 간접적으로 정적인 영향을 미쳤다. 셋째, 경기 지역 전문대학생의 자기성찰은 고용가능성에 직접적인 영향을 주지 않고 자기효능감을 완전매개로 하여 간접적으로 정적인 영향을 미쳤다. 넷째, 경기 지역 전문대학생의 자기효능감은 고용가능성에 직접적으로 정적인 영향을 미쳤다.

대학 수업에서 개인적 성찰과 협력적 성찰이 학습동기 및 자기효능감에 미치는 영향

유병민 ( Byeong Min Yu ),전종철 ( Jpng Chul Jeon ),박혜진 ( Hye Jin Park ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2013 교육정보미디어연구 Vol.19 No.4

현대사회에서 대학생의 필요 역량은 자기주도적 학습(self-directed learning)능력이다. 성공적인 자기주도적 학습을 위해 스스로 학습을 하고자 하는 동기, 자신감, 자기효능감, 반성적 사고가 필요하다. 특히, 자기주도적 학습을 성공적으로 이끌기 위해 "성찰(reflection)"이라는 요소는 꾸준히 주목받아 왔다. 이에 본 연구에서는 성찰유형 중 개인적 성찰(individual reflection)과 협력적 성찰(collaborative reflection)을 수업에 적용하였다. 연구 결과는 다음과 같다. 첫째, 학습자의 학습동기와 자기효능감 모두에서 성찰유형에 따라 사전-사후점수가 통계적으로 유의한 차이가 있었다. 결과적으로 개인적 또는 협력적 성찰일지를 활용하는 것은 학습동기와 자아효능감에 긍정적인 효과가 있다고 할 수 있다. 둘째, 사전점수를 공변량으로 통제한 후, 개인적 성찰을 한 집단과 협력적 성찰을 한 집단의 사후점수는 모두 두 변인(학습동기와 자아효능감)에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 셋째, 성찰유형에 따른 일원다변량 분석결과 학습동기에서는 협력적 성찰 집단이 학습동기의 하위요인 중 관련성, 자신감, 만족감이 높은 것으로 나타났다. 자아효능감에서도 하위요인인 과제난이도 선호, 자기조절 효능감, 자신감 모두에서 협력적 성찰일지를 작성한 집단이 더 높은 효과가 있는 것으로 나타났다. For the university students in the modern society, one of the required abilities is a self- directed learning capability. The strong will, trust, and confidence to their study is essential for successful self-directed learning. It is proved by the pre-studies that reflection is a useful learning tool that can improve the learning motivation and self-efficiency. The results were as follows. First, there were significant differences in both group of an individual reflection and a collaborative reflection on pre-test and post-test for learning motivation and self-efficacy. Second, learning motivation depending on the reflection type had a greater effect on students in a group of a collaborative reflection. Furthermore, students in a group of a collaborative reflection were more affected by all the sub-factors such as relevance, confidence, and satisfaction except attention. Third, self-efficacy depending on the reflection type had a greater impact on a group of a collaborative reflection. Sub-factors of self-efficacy also had a stronger effect on a group of collaborative reflection. These results show that the process of collaborative reflection made students to make their knowledge become greater and to get self-confidence when they try to convince their opinion to the others.

자기성찰에 대한 청소년이 지각하는 가족지지, 주양육자의 공감, 자기리더십, 배려와의 관계

김미숙,송민경 한국청소년학회 2022 청소년학연구 Vol.29 No.10

The purpose of this study is to create a framework for a research model based on Dewey's theory of experience to grope for multilateral approach to strengthen the self-reflection during adolescence and to verify structural relationship by discovering internal·external variables related to self-reflection based on Psychological Theory of Erickson, Care Theory by Nel Noddings, and Manz's theory of self-leadership. To achieve this, this study was to collect data from 492 undergraduates in two high schools, located in Gyeonggi Province from October 31, 2018 to January 31, 2019 and to execute the latent Structural Equation Model(SEM), Bootstrapping analysis, and Sobel test by using SPSS 24.0 and AMOS 21.0. This study has shown that the family support perceived by adolescents, caregiver's empathy, self-leadership and care had a positive correlation with the self-reflection and that the family support perceived by adolescents and caregiver's empathy had a positive effect on the self-reflection by full mediation of self-leadership and care. In particular, the self-leadership has been verified that the care affected the self-reflection, double mediated by the self-leadership. Through these results, this study was to identify that family functioning was still important during adolescence and to verify that the self-leadership and care were important variables that could promote self-reflection as direct variables of introspection. To conclude, this researcher hopes that this study will be used as a theoretical basis for the development of programs that can strengthen adolescents' self-reflection. 본 연구의 목적은 청소년 시기에 자기성찰을 강화할 수 있는 다각적인 방법을 모색하기 위하여 Dewey의 경험이론을 토대로 연구모형의 틀을 만들고, Erikson의 심리사회이론, Noddings의 배려이론, Manz의 자기리더십이론을 근거하여 자기성찰과 관련된 내․외적 변인들을 발굴하여 구조적 관계를 검증하는 것이다. 이를 위해 2018년 10월 31일부터 2019년 1월 31일까지 경기도에 있는 2개 고등학교 재학생 492명으로부터 자료를 수집하고, SPSS 24.0과 AMOS 21.0을 사용하여 잠재구조모형 및 부트스트래핑 분석, 소벨검정을 실시하였다. 분석 결과, 청소년이 지각하는 가족지지와 주양육자의 공감, 자기리더십, 배려는 자기성찰과 정적 상관이 있었고 청소년이 지각하는 가족지지와 주양육자의 공감은 자기리더십과 배려를 완전매개하여 자기성찰에 정적 영향을 미치는 것으로 나타났다. 특히, 자기리더십을 이중매개로 배려가 자기성찰에 영향을 미치고 있음이 검증되었다. 이러한 결과를 통하여, 청소년 시기에도 여전히 가족기능의 중요함이 확인되었고 자기리더십과 배려는 자기성찰의 직접적인 변인으로 자기성찰을 증진시킬 수 있는 중요한 변인임이 입증되었다. 결론적으로, 본 연구가 청소년들의 자기성찰을 강화할 수 있는 프로그램 개발에 이론적 근거로 활용되기를 희망한다.

상담 전공 석사생들의 불확실성에 대한 인내력 부족과 진로적응성간의 관계: 자기성찰을 통한 진로탐색효능감의 매개된 조절효과

황진아,김은하 한국상담학회 2016 상담학연구 Vol.17 No.6

The purpose of the present study was to examine career search self-efficacy in underlying the relationship between intolerance of uncertainty and career adaptability among master’s-level counseling students. In addition, the ability of self-reflection to serve as a moderator between intolerance of uncertainty and career search self-efficacy was investigated. Among 190 students who were enrolled in masters’ program in counseling psychology (and education), mediated moderation analyses using SPSS Macro revealed the following findings: First, career search self-efficacy mediated the relationship between intolerance of uncertainty and career adaptability. Second, self-reflection moderated the association between intolerance of uncertainty and career search self-efficacy: As the level of self-reflection decreased, the negative effect of intolerance of uncertainty on career search self-efficacy became stronger. Third, the interaction of intolerance of uncertainty and self-reflection influenced career adaptability through career search self-efficacy, which supported the mediated moderation effect of career search self-efficacy through self-reflection. That is, when the level of self-reflection was low or on average, people with intolerance of uncertainty had low career search self-efficacy, and thus, had low career adaptability. However, when a level of self-reflection was high, people with intolerance of uncertainty did not have low career adaptability because their career search self-efficacy was not low. Based on these findings, the limitations and implications of the study were discussed. 본 연구에서는 상담 전공 석사과정 대학원생(이하 상담석사생)을 대상으로 불확실성에 대한 인내력 부족과 진로적응성간의 관계에서 자기성찰을 통한 진로탐색효능감의 매개된 조절효과를 확인하였다. 이를 위해, 190명의 상담석사생을 대상으로 수집한 자료를 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 불확실성에 대한 인내력 부족과 진로적응성간의 관계를 진로탐색효능감이 매개하는 것으로 나타났다. 둘째, 자기성찰이 불확실성에 대한 인내력 부족과 진로탐색효능감간의 관계를 조절하는 것으로 나타났는데, 자기성찰의 수준이 낮을수록, 불확실성에 대한 인내력 부족이 진로탐색효능감에 부정적인 영향을 미치는 것으로 확인되었다. 셋째, 불확실성에 대한 인내력 부족과 진로적응성간의 관계에서 자기성찰을 통한 진로탐색효능감의 매개된 조절효과가 나타났다. 즉, 자기성찰이 낮거나 평균인 사람은 불확실성에 대한 인내력 부족이 높으면 진로탐색효능감이 낮아져 진로적응성이 낮지만, 자기성찰이 높은 사람은 불확실성에 대한 인내력 부족이 높더라도 진로탐색효능감이 낮지 않아 진로적응성이 낮지 않은 것으로 나타났다. 이러한 연구결과를 바탕으로 본 연구의 기여도, 후속연구를 위한 제언, 그리고 상담적 함의를 논의하였다.