정서상태와 학교적응간의 관계에서 자기효능감의 매개효과

다국어 초록 (Multilingual Abstract)

The aim of this study is to verify what emotional status could help youngsters to adapt well and build up a favorable friendship in school.
Study subjects were 1-2 grades students from Gyeongnam area high schools. The total participants were 428, of which boys were 281, and girls were 147. The measuring tools used in this study were as follows: school adjustment scale, peer relationship scale, self-efficacy scale, depression scale, Hope Scale, and psychological happiness scale.
Adolescence, which is a period full of stress than any other time, holds many problems in terms of adaptation. It is because young people experience not only rapid changes and growth in the physiological, cognitive, and social aspects but also physical changes, in the transition
process from childhood to adulthood. Especially, high school youths, who strive to get more freedom from their parents in accordance with their increasing psychological autonomy, have more troubles than in the past, in that they have to deal with the academic performance required to achieve by their parents and teachers and that they also have to form a harmonious friendship in school and find out their own position in the complex society. As a result, the resultant output of 'goodness of fit' of 'the mediation model of self-efficacy' with respect to emotion and school
adjustment was generally an acceptable level. It was revealed that a full-mediation model, including the path that the negative and positive emotion affect the school adjustment indirectly through the self-efficacy mediation, was appropriate in connection with the data collected from the entire group. In addition, negative emotions were identified as variables affecting the self-efficacy negatively. Therefore, it can be said that the youngsters feeling negative emotions rather than positive ones might experience more difficulties in adapting to school. Positive emotions were identified to be variables that affect self-efficacy positively. Positive emotions had brought significant results in school adjustment through a mediation Variable of self-efficacy. And the self-efficacy had been also identified as an important variable that had a significant positive influence on school adjustment. Thus, self-efficacy had appeared as a full-mediation Variable in relation with the influence of one's mood and self-efficacy on school adjustment. In this study, therefore, it was studied that what relationships the adolescents' emotional status among the various human emotions has, especially in the relationship with teachers, peer relationships, the school life, and school adaptation in the light of the academic achievements. The first limitation of this study is that the participants of this study were limited to high school grades 1-2. Therefore, follow-up studies of students from all grades are needed. Second, further researches, which will look at the male and female gender differences, are needed in that despite the previous studies, the gender differences between male and female were not shown in this study.
Keyword: emotion states, school adjustment, self-efficacy, relationship, friendship

목차 (Table of Contents)

• Ⅰ.서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 이론적 배경 2
• 1) 학교적응 2
• 2) 교우관계 3
• 3) 정서상태 4
• ① 우울 5
• ② 행복 6
• ③ 희망 6
• 4) 자기효능감 8
• 3. 선행연구 개관 9
• 1) 정서상태와 학교적응의 관계 9
• 2) 자기효능감과 학교적응의 관계 11
• 4. 연구문제 및 가설 12
• Ⅱ. 방 법 16
• 1. 참여자 16
• 2. 연구 절차 16
• 3. 측정도구 17
• (1) 학교적응척도 17
• (2) 교우관계척도 18
• (3) 자기효능감척도 19
• (4) 정서상태척도 19
• ① 희망 20
• ② 심리적행복 21
• ③ 우울 22
• 4. 분석방법 22
• Ⅲ. 결 과 24
• 1. 각 변인별 상관분석 및 기술통계 24
• 2. 모형검증 및 매개효과 분석 24
• 1) 정서와 학교적응의 관계에서 자기효능감의 매개 효과 검증(수정모형) 25
• Ⅵ. 논의 28
• 참고문헌 33
• 부 록: 설문지 37