청소년의 열망 군집유형에 따른 주관적 안녕감, 학업성취 및 부모의 자녀양육 관련 심리적 특성

국문 초록 (Abstract)

본 연구에서는 초·중·고등학생들을 대상으로 이들의 열망 수준에 따라 구분된 집단 간 주관적 안녕감과 학업성취가 차이를 보이는지, 그리고 부모의 자녀양육 관련 심리적 특성(부모의 자녀교육관, 부모의 자율성지지, 부모의 가치지향)이 열망 수준에 따라 구분된 집단을 얼마나 예측해주는지를 탐색하고자 하였다. 이를 위해 서울시에 거주하는 초·중·고등학교 재학새 총 1,145명을 최종 분석 대상으로 선정하였으며, 이들의 평균 연령은 14.14세 이었다. 열망 수준에 따라 집단을 구분하기 위하여 위계적 군집분석을 수행한 결과, 4개의 집단으로 구분되었는데, 각 집단의 특성에 따라 고(高)열망 추구형, 내재열망 추구형, 외재열망 추구형, 저(低)열망 추구형으로 명명하였다. 학교급과 성별에 따른 열망군집 분포를 살펴본 결과, 초등학생들의 경우 고열망과 내재열망을 추구하는 햇갱들의 비중이 가장 컸으며, 중·고등학생들의 경우 외재열망을 추구하는 학생들의 비중이 가장 큰 것으로 나타났다. 또한 남녀 모두 외재열망을 추구하는 학생들의 비중이 가장 큰데 반해, 저열망을 추구하는 학생들의 비중이 가장 작았다. 열망 군집에 따른 주관적 안녕감과 학업성취 분석 결과, 고열망 집단과 내재열망 집단이 외재열망과 저열망 집단에 비해 주관적 안녕감과 학업성취가 높은 것으로 나타났다. 부모의 자녀양육 관련 심리적 특성을 예측변인으로 선정하여 열망군집을 얼마나 예측해 주는지를 살펴보기 위해 다항로지스틱 회귀분석을 수행한 결과, 학생등이 지각한 부모의 고정지향 자녀교육관, 부모의 자율성 지지, 부모의이웃관계가치지향, 부모의 물질우선 가치지향 및 부모의 경쟁적 성취압력 가치지향이 유의미한 공헌을 하는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

The study was to examine the characteristics of student groups according to their aspiration levels along with other variables such as perceived parental influences, subjective well-being, and academic achievement. The subjects were 391 elementary students, 385 junior-high school students, and 369 high school students in Seoul, Korea, Their average age was 14.14 years. Hierarchical cluster analysis showed that students were divided into four groups based on the scores of the aspiration-high aspiration group, intrinsic aspiration group, extrinsic aspiration group, and low aspiration group. It was observed that there were significant differences in subjective well-being and academic achievement among the four groups. High aspiration group and intrinsic aspiration group had higher subjective well-being and academic achievement than extrinsic aspiration group and low aspiration group. The multinomial logistic regression analyses indicated that 44.0 percent of the students in the four groups were accurately classified high aspiration, intrinsic aspiration, extrinsic aspiration, or low aspiration in respect to process-oriented discipline of parents, parental autonomy support, relation-oriented value of parents, materialism0oriented value of parents, and competitive achievement-oriented pressure of parents. Implications of the findings were discussed.

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