고등학생의 귀인성향이 자기효능감과 심리적 안녕감에 미치는 효과

다국어 초록 (Multilingual Abstract)

This study was conducted to examine how high school students' attributional style, self-efficacy, and psychological well-being vary by gender and how much the attributional style can explain self-efficacy and psychological well-being. The following questions were asked to achieve the purpose of this study:

First, how do high school students' attributional style, self-efficacy, and psychological wellbeing vary by their gender distinction?
Second, how much does high school students' attributional style explain self-efficacy, and how do the control of attributional style and the controllability of attributional style relate to self-efficacy?
Third, how much does high school students' attributional style explain psychological wellbeing, and how do the control of attributional style and the controllability of attributional style relate to psychological wellbeing?

The subjects of this study were 303 1st-year and 2nd-year high school students from three high schools in Gangwon-do (155 male students and 148 female students) and data were gathered by using questionnaires. In order to measure their attributional style, the tool developed by Gi Seop Yoo (1990) based on the attributional style test developed by Levenson (1981) was used. To measure their self-efficacy, the scale of academic self-efficacy of Ah Yeong Kim and In Yeong Park (2001) was used. For psychological well-being, the scale of psychological well-being in the adolescence of Jeong Hee Park and Hye Sook Shim (2007) was used.
The data were analyzed using the SPSS 12.0 Program's technical statistics, t-test, product moment correlation, and multiple regression analysis.
The following summarizes the results of this study:
First, there were significant differences in attributional style, self-efficacy, and psychological well-being by gender. Among the sub-variables of attributional style, effort showed a significant difference. Self-efficacy did not show significant differences in sub-variables, but did show a significant difference overall. Psychological well-being also showed a significant difference and its sub-variables with differences were positive self-recognition, family relations, friend relations, and self-assertion. By gender, the average of each variable was higher for female students than that of male students.
Second, the effect of attributional style on the explanation of self-efficacy was 15.3%. Among the attributional factors of self-efficacy, capability had a significantly positive relationship with self-efficacy and other had a significantly negative relationship with self-efficacy. Other factors of effort and luck showed no correlation. As for the control and controllability of the attributional style, capability, which is an introverted and non-controllable attributional style, had a significantly positive relationship with self-efficacy, whereas other, which is an extroverted and non-controllable attributional style, had a significantly negative relationship with self-efficacy.
Third, the effect of attributional style on the explanation of psychological well-being was 23.9%. Among the attributional factors of psychological well-being, capability and effort had a significantly positive relationship with psychological well-being. On the other hand, other and luck showed no correlation. As for the control and controllability of the attributional style, effort, which is an introverted and controllable attributional style, and capability, which is an introverted and non-controllable attributional style, had a significantly positive relationship with psychological well-being.
In conclusion, it was found that high school students' attributional style is an important factor that decides their self-efficacy and psychological well-being. Attributional style is not innate, but it is learnt. Since it is a perception that can be adjusted by retraining, it would be very important to establish an effective attributional style in learners through constant feedback and retraining to enhance their self-efficacy and psychological well-being.

국문 초록 (Abstract)

본 연구는 고등학생을 대상으로 귀인성향, 자기효능감, 심리적 안녕감이 성별에 따라 어떠한 차이가 있으며, 귀인성향이 자기효능감과 심리적 안녕감을 어느 정도 설명해 줄 수 있는지 영향력을 검증하는데 목적을 두었다. 이러한 연구의 목적을 달성하기 위하여 본 연구에서 설정한 연구문제는 다음과 같다.

첫째, 고등학생의 성별에 따라 귀인성향, 자기효능감, 심리적 안녕감 수준은 어떠한 차이가 있는가?
둘째, 고등학생의 귀인성향은 자기효능감을 어느 정도 설명하며, 통제소재 차원과 통제가능성 차원의 귀인성향은 자기효능감과 어떠한 관계가 있는가?
셋째, 고등학생의 귀인성향은 심리적 안녕감을 어느 정도 설명하며, 통제소재 차원과 통제가능성 차원의 귀인성향은 심리적 안녕감과 어떠한 관계가 있는가?

연구의 대상은 강원도 소재 3개 고등학교 1, 2학년에 재학중인 303명(남학생 155명, 여학생 148명)을 대상으로 질문지를 사용하여 자료를 수집하였다. 측정도구는 귀인성향을 측정하기 위하여 Levenson(1981)이 개발한 귀인성향 검사를 기초로 하여 유기섭(1990)이 개발한 검사를 사용하였고, 자기효능감을 측정하기 위하여 김아영과 박인영(2001)이 개발한 학업적 자기효능감 척도를 활용하였다. 심리적 안녕감에 대한 측정도구는 박정희와 심혜숙(2007)이 개발한 청소년의 심리적 안녕감 척도를 사용하였다.
자료분석은 SPSS 12.0 프로그램을 사용하여 기술통계, t검증, 적률상관, 중다회귀분석을 실시하였다.
본 연구의 결과는 다음과 같다.
첫째, 성별에 따라 귀인성향, 자기효능감, 심리적 안녕감에 의의 있는 차이를 보였다. 귀인성향은 하위변인에서 노력이 의의 있는 차이를 보였다. 자기효능감은 하위변인에서 의의 있는 차이를 보이지 않았지만, 자기효능감 전체에서 의의 있는 차이를 보였다. 심리적 안녕감은 의의 있는 차이를 보였으며, 심리적 안녕감의 하위변인으로는 긍정적 자기인식, 가족관계, 친구관계, 자기 주장성에서 의의 있는 차이를 보였다. 성별에 따른 세 변인의 차이를 보면, 각각의 변인에서 여학생이 남학생보다 평균이 높았다.
둘째, 귀인성향이 자기효능감을 어느 정도 설명해 줄 수 있는지 그 영향력을 검증한 결과, 15.3%의 설명량을 나타냈다. 자기효능감에 대한 귀인요소 중 능력이 자기효능감과 의의 있는 정적관계를 나타냈고, 타인이 자기효능감과 의의 있는 부적관계를 나타냈다. 귀인요소 중 노력과 운은 관계를 보이지 않았다. 귀인성향의 통제소재와 통제가능성 차원에서는, 내적이면서 통제 불가능한 귀인성향인 능력귀인은 자기효능감과 의의 있는 정적관계를 보였다. 반면 외적이면서 통제 불가능한 귀인성향인 타인귀인은 자기효능감과 의의 있는 부적관계를 보였다.
셋째, 귀인성향이 심리적 안녕감을 어느 정도 설명해 줄 수 있는지 그 영향력을 검증한 결과, 23.9%의 설명량을 나타냈다. 심리적 안녕감에 대한 귀인요소 중 능력과 노력은 심리적 안녕감과 의의 있는 정적관계를 보였다. 반면, 귀인요소 중 타인과 운은 관계를 보이지 않았다. 귀인성향의 통제소재와 통제가능성 차원에서는 내적이면서 통제 가능한 귀인성향인 노력귀인과 내적이면서 통제 불가능한 귀인성향인 능력귀인이 심리적 안녕감과 의의 있는 정적관계를 보였다.
이를 통하여 고등학생의 귀인성향이 자기효능감과 심리적 안녕감을 결정하는 중요한 요인임을 확인하였다. 귀인성향은 타고난 특성이기보다 학습되어 형성되고, 귀인재훈련을 통하여 교정가능한 지각성향이라는 점에서 자기효능감과 심리적 안녕감을 증진시키기 위하여 지속적인 피드백과 귀인재훈련을 통해 학습자에게 효과적인 귀인을 확립하는 것이 매우 중요할 것이다.

목차 (Table of Contents)

• 목 차
• Ⅰ.서 론 ···································································· 1
• 1. 연구의 필요성 및 목적 ·················································· 1
• 2. 연구문제 ································································· 4
• 3. 용어의 정의···················· ·········································· 5
• 1) 귀인성향 ······························································ 5
• 2) 자기효능감 ···························································· 5
• 3) 심리적 안녕감 ························································ 5
• Ⅱ. 이론적 배경 ······························································ 7
• 1. 귀인성향 ······························································· 7
• 1) 귀인성향의 개념 ······················································ 7
• 2) 귀인성향의 속성 ····················································· 10
• 2. 귀인성향과 자기효능감 ················································· 11
• 1) 자기효능감의 개념 ··················································· 11
• 2) 귀인성향과 자기효능감의 관계 ··································· 15
• 3. 귀인성향과 심리적 안녕감 ············································ 16
• 1) 삶의 질 ····························································· 16
• 2) 심리적 안녕감 ······················································ 17
• 3) 귀인성향과 심리적 안녕감의 관계································ 20
• Ⅲ. 연구방법 ······························································ 22
• 1. 연구대상 ································································ 22
• 2. 측정도구 ································································ 22
• 1) 귀인성향 척도 ······················································· 22
• 2) 자기효능감 척도 ····················································· 23
• 3) 심리적 안녕감 척도 ················································· 24
• 3. 자료처리 방법 ························································· 25
• Ⅳ. 연구 결과 및 해석 ······················································ 27
• Ⅴ. 논의 ····································································· 43
• Ⅵ. 요약 및 결론 ···························································· 47
• 1. 요약 ···································································· 47
• 2. 결론 ···································································· 48
• 참 고 문 헌 ······························································· 50
• ABSTRACT ································································ 57
• 부 록 ······························································· 60
• 표 목 차
• 〈표Ⅱ-1〉성공과 실패의 원인을 나타내는 귀인 모형 ······················· 10
• 〈표Ⅲ-1〉연구대상 ··············································· 22
• 〈표Ⅲ-2〉귀인성향의 하위변인과 구성문항 및 신뢰도 ················ 23
• 〈표Ⅲ-3〉자기효능감의 하위변인과 구성문항 및 신뢰도 ···················· 24
• 〈표Ⅲ-4〉심리적 안녕감의 하위변인과 구성문항 및 신뢰도·················· 25
• 〈표Ⅳ-1〉성별에 따른 귀인성향 차이분석 ······································ 27
• 〈표Ⅳ-2〉성별에 따른 자기효능감 차이분석 ···································· 28
• 〈표Ⅳ-3〉성별에 따른 심리적 안녕감 차이분석 ······························· 28
• 〈표Ⅳ-4〉귀인성향과 자기효능감의 상관관계 ····························· 30
• 〈표Ⅳ-5〉자기효능감에 대한 귀인성향 중다회귀분석 ························· 31
• 〈표Ⅳ-6〉과제난이도 선호에 대한 귀인성향 중다회귀분석 ·················· 32
• 〈표Ⅳ-7〉자기조절 효능감에 대한 귀인성향 중다회귀분석 ·················· 33
• 〈표Ⅳ-8〉자신감에 대한 귀인성향 중다회귀분석 ······························ 34
• 〈표Ⅳ-9〉귀인성향과 심리적 안녕감의 상관관계 ························· 35
• 〈표Ⅳ-10〉심리적 안녕감에 대한 귀인성향 중다회귀분석 ·················· 36
• 〈표Ⅳ-11〉긍정적 자기인식에 대한 귀인성향 중다회귀분석 ··············· 37
• 〈표Ⅳ-12〉가족관계에 대한 귀인성향의 중다회귀분석 ······················ 38
• 〈표Ⅳ-13〉교사관계에 대한 귀인성향 중다회귀분석 ························· 39
• 〈표Ⅳ-14〉친구관계에 대한 귀인성향 중다회귀분석 ························· 40
• 〈표Ⅳ-15〉자기주장성에 대한 귀인성향 중다회귀분석 ····················· 41
• 〈표Ⅳ-16〉학습주도성에 대한 귀인성향 중다회귀분석 ····················· 42