대학생의 자원과 심리적 안녕감의 관계 : 자율·통제 동기 및 내재·외재 목표의 매개효과 = (The) mediating effects of autonomous/controlled motives and intrinsic/extrinsic goals in the relation between college students' resources and psychological well-bing

국문 초록 (Abstract)

본 연구는 대학생의 자원과 심리적 안녕감의 관계에서 동기(자율 동기, 통제 동기)와 목표(내재 목표, 외재 목표)가 각각 매개역할을 하는지 규명하는 데 목적이 있다. 이를 위하여 대학생 495(남 221, 여 274)명을 대상으로 질문지를 통하여 자료를 수집하였다. 본 연구의 가설은 상관분석과 구조방정식모형을 활용하여 검증하였다.
본 연구에서 밝혀진 결과를 요약하면 다음과 같다.
첫째, 자원과 내재 목표의 관계를 자율 동기가 매개하며 자율 동기와 심리적 안녕감의 관계를 내재 목표가 매개하는 연구모형이 적합할 것이라는 연구가설이 지지되었고, 자율 동기와 내재 목표의 매개효과가 각각 유의하였다. 자원, 자율 동기, 내재 목표, 심리적 안녕감 간에 각각 유의한 정적 상관이 있는 것으로 나타났다.
둘째, 자원과 내재 목표의 관계를 통제 동기가 매개하며 통제 동기와 심리적 안녕감의 관계를 내재 목표가 매개하는 연구모형이 적합할 것이라는 연구가설이 지지되었으나, 통제 동기와 내재 목표의 매개효과는 각각 유의하지 않았다. 자원과 내재 목표, 자원과 심리적 안녕감, 내재 목표와 심리적 안녕감은 정적 상관을 이루었으나, 통제 동기와 심리적 안녕감은 부적 상관을 이루었다. 그러나 자원과 통제 동기 간, 그리고 통제 동기와 내재 목표 간에는 유의한 상관이 없었다.
셋째, 자원과 외재 목표의 관계를 자율 동기가 매개하며 자율 동기와 심리적 안녕감의 관계를 외재 목표가 매개하는 연구모형이 적합할 것이라는 연구가설이 기각되었다. 자율 동기의 매개효과는 유의하였으나, 외재 목표의 매개효과는 유의하지 않았다. 자원과 자율 동기, 자원과 외재 목표, 자원과 심리적 안녕감, 자율 동기와 심리적 안녕감은 정적 상관을 보였다. 그러나 자율 동기와 외재 목표는 예측과는 달리 정적 상관을 보였고, 외재 목표와 심리적 안녕감 간에는 유의한 상관이 없는 것으로 나타났다.
넷째, 자원과 외재 목표의 관계를 통제 동기가 매개하며 통제 동기와 심리적 안녕감의 관계를 외재 목표가 매개하는 연구모형이 보다 적합할 것이라는 연구 가설이 기각되었고, 통제 동기와 외재 목표의 매개효과도 각각 유의하지 않았다. 자원과 외재 목표, 자원과 심리적 안녕감, 통제 동기와 외재 목표는 정적 상관을 이루었으나, 통제 동기와 심리적 안녕감 간에는 부적 상관이 있었다. 그러나 자원과 통제 동기 간, 외재 목표와 심리적 안녕감 간에는 유의한 상관이 없었다.
이 연구를 통해, 자원, 동기, 목표, 심리적 안녕감의 관계모형에서 자율 동기 및 내재 목표의 매개효과가 유의함을 확인하였다. 이로써 자원이 심리적 안녕감과 이루는 관련성을 이해하는 데 보다 구체적이고 실증적인 설명을 제공하였다. 또한 자율 동기 및 내재 목표의 매개효과를 확인함으로써 대학생들의 심리적 안녕감을 향상시킬 수 있는 동기와 목표를 선택하는 것이 중요하다는 것을 밝혔다. 이러한 결과는 심리적 안녕감 이론과 동기 이론에 실증적 자료를 제공해주고, 심리치료와 상담 개입 프로그램 개발에도 응용될 수 있을 것으로 보인다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to test the mediating effects of motives (i.e., autonomous motives, controlled motives) and goals(i.e., intrinsic goals, extrinsic goals) in the relation between resources and psychological well-being. Four-hundred ninety-five college students (221 males, 274 females) were asked to complete the Resources Scale, the Motives Scale, the Goals Scale, and the Psychological Well-being Scale. Correlational analyses and structural equation modeling analyses were conducted to test research hypotheses.
The results of this study were summarized as follows:
First, the mediation effect of autonomous motives was found significant in the relation between resources and intrinsic goals. Also, the mediation effect of intrinsic goals was significant in the relation between autonomous motives and psychological well-being.
Second, the mediation effect of controlled motives was not found significant in the relation between resources and intrinsic goals. In addition, the mediation effect of intrinsic goals was not significant in the relation between controlled motives and psychological well-being.
Third, the mediation effect of autonomous motives was found significant in the relation between resources and extrinsic goals. However, the mediation effect of extrinsic goals was not significant in the relation between autonomous motives and psychological well-being.
Fourth, the mediation effect of controlled motives was not found significant in the relation between resources and extrinsic goals. Also, the mediation effect of extrinsic goals was not significant in the relation between controlled motives and psychological well-being.
In this study, it was confirmed that autonomous motives and intrinsic goals serve as partial mediators in the relational model with resources as a predictor and psychological well-being as an outcome variable. Such results imply that choosing autonomous motives and intrinsic goals be important for the enhancement of college students' psychological well-being. Also, it was shown that motives and goals each made a significant contribution to psychological well-being independently. Further, the relational models with resources as a predictor and psychological well-being as an outcome variable vary as the combination of specific types of motives and goals. Compared to the results of previous studies, these findings provide not only a more concrete and empirical explanation in understanding the relation between resources and psychological well-being but also a useful knowledge base for the development of counseling and psychological interventions for college students lacking in psychological well-being.

목차 (Table of Contents)

• 국문초록 = v
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 7
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 13
• Ⅱ. 이론적 배경 = 14
• 1. 심리적 안녕감 = 14
• 가. 심리적 안녕감의 개념 = 14
• 나. 대학생의 심리적 안녕감 = 16
• 2. 심리적 안녕감에 영향을 미치는 변인들 = 18
• 가. 자원 = 19
• 나. 동기 = 20
• 다. 목표 = 25
• 3. 자원, 동기, 목표와 심리적 안녕감의 관계 = 28
• 가. 자원과 동기의 관계 = 28
• 나. 자원과 목표의 관계 = 30
• 다. 자원과 심리적 안녕감의 관계 = 31
• 라. 동기와 목표의 관계 = 34
• 마. 동기와 심리적 안녕감의 관계 = 38
• 바. 목표와 심리적 안녕감의 관계 = 41
• 사. 동기와 목표의 매개효과 = 44
• Ⅲ. 연구모형 및 연구가설 = 47
• 1. 연구모형 = 47
• 2. 연구가설 = 57
• Ⅳ. 연구방법 = 60
• 1. 연구대상 = 60
• 2. 측정도구 = 61
• 3. 연구절차 = 65
• 4. 자료분석 = 66
• Ⅴ. 연구결과 = 68
• 1. 측정변수의 기술 통계치 및 상관계수 = 68
• 2. 자원, 자율 동기, 내재 목표 및 심리적 안녕감의 관계모형 검증 결과 = 71
• 3. 자원, 통제 동기, 내재 목표 및 심리적 안녕감의 관계모형 검증 결과 = 75
• 4. 자원, 자율 동기, 외재 목표 및 심리적 안녕감의 관계모형 검증 결과 = 80
• 5. 자원, 통제 동기, 외재 목표 및 심리적 안녕감의 관계모형 검증 결과 = 84
• Ⅵ. 논의 및 결론 = 89
• 1. 논의 = 89
• 2. 결론 = 97
• 참고문헌 = 103
• Abstract = 120
• 부록 = 122

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