심리적 위협 상황에서 자존감 안정성과 조절초점의 부합효과

김경아,최훈석 한국건강심리학회 2014 한국심리학회지 건강 Vol.19 No.4

The current study was conducted to compare the underlying motivational orientations of individuals who possess secure self-esteem vs. fragile self-esteem. It was hypothesized that, under psychological threat, fragile self-esteem (i.e., high on explicit self-esteem but low on implicit self-esteem) would be associated with prevention focus, whereas secure self-esteem (i.e., high on both explicit and implicit self-esteem) would be associated with promotion focus. In contrast, under low threat we expected that both types of self-esteem would be associated with promotion focus. In Study 1, we surveyed one hundred Korean college students and found that explicit self-esteem was positively correlated with both promotion focus and narcissistic tendency. In addition, we found that fragile self-esteem was positively correlated with narcissistic tendency, whereas secure self-esteem was unrelated to narcissism. In Study 2, we tested the effects of a fit between regulatory focus and the two types of self-esteem under psychological threat using a 2 (secure vs. fragile self-esteem) × 2 (promotion vs. prevention focus) × 2 (high vs. low threat) between-participant design. Results revealed that, under psychological threat, participants with fragile self-esteem showed higher performance in the prevention focus condition than in the promotion focus condition, whereas the opposite trend emerged under low threat. In contrast, no significant effect was observed among participants with secure self-esteem. We found the same pattern of results on narcissism. Implications of these results and directions for future research are discussed. 본 연구는 자존감 안정성 유형을 외현적 자존감과 내현적 자존감의 차이 양상으로 규정하고, 실험연구를 통해 심리적 위협 상황에서 자존감 안정성 양상과 조절초점의 부합 효과를 알아보았다. 이를 위하여 내현적 자존감과 외현적 자존감을 각각 측정하여 내현적 자존감은 낮지만 외현적 자존감은 높은 개인(취약한 자존감)과 내현적 자존감과 외현적 자존감이 모두 높은 개인(강건한 자존감)을 선별하여 사전 조사를 실시했다. 사전 조사 결과, 두 유형에 해당되는 개인들은 공통적으로 향상초점 경향성을 보이지만, 취약한 자존감을 지닌 개인이 강건한 자존감을 지닌 개인보다 높은 자기애 경향성을 보이는 점에서 차이를 발견하였다. 이를 토대로 실험에서는 심리적 위협 상황에서 자존감의 두 유형(강건한 자존감 vs. 취약한 자존감)에 부합하는 동기적 지향성(향상초점 vs. 예방초점)이 서로 다르고, 자존감 유형과 동기적 지향성이 부합하는 조건에서 부합하지 않는 조건보다 개인의 수행이 우수하다는 가설을 검증하였다. 실험 결과, 취약한 자존감을 지닌 개인은 심리적 위협 수준이 높을 때 예방초점 조건에서 향상초점 조건보다 과제 수행이 우수했으며, 심리적 위협 수준이 낮을 때는 향상초점 조건에서 예방초점 조건보다 과제 수행이 우수했다. 반면에, 강건한 자존감을 지닌 참가자들은 위협 상황에 따른 조절 초점 조건 간 차이가 나타나지 않았다. 이는 강건한 자존감은 심리적 위협 수준과 무관하게 향상초점과 부합하는 반면, 취약한 자존감은 심리적 위협 수준이 낮을 때는 향상초점과 부합하지만 심리적 위협 수준이 높을 때에는 예방초점과 부합함을 시사한다. 이 결과를 토대로 본 연구의 제한점 및 장래 연구 방향을 논의하였다.

자존감 2요인 모델에 대한 고찰

김민정 한국심리학회 2016 한국심리학회지 일반 Vol.35 No.3

Self-esteem has been studied in psychology for many decades. Studies treated self-esteem in diverse features such as domain-specific self-esteem, contingent self-esteem, level of self-esteem, trait/state self-esteem, explicit/implicit self-esteem, self-esteem stability, and defensive self-esteem. Recent studies try to integrate the various faces of self-esteem. This study is to introduce two factor model of self-esteem and suggest what to consider when the model is applied in domestic research. To do so, this study reviewed previous studies and summarized and criticized diverse features of self-esteem. Then, two factor model, which suggests self-esteem consists of worthiness based self-esteem and self-competence based self-esteem, is introduced. Finally, self-esteem scales used in domestic studies are reviewed to consider how two factors are applied in domestic research. 자존감은 심리학 분야에서 가장 오랜 기간 연구된 주제들 중 하나이다. 연구자들은 자존감을 영역별 자존감, 자존감 수반성, 자존감 수준, 특질/상태 자존감, 외현적/암묵적 자존감, 자존감 안정성 등의 다양한 차원으로 사용해 왔다. 최근에는 이러한 자존감의 다양한 측면들을 통합하고 서로간의 관계성을 제시하려는 연구들이 이루어지고 있다. 본 연구에서는 자존감의 2요인 모델을 소개하고 2요인 모델을 국내 연구에 적용하는 것의 필요성과 고려점을 제안하고자 하였다. 이를 위하여 기존의 자존감 연구들을 개괄하여 기존 연구들에서 자존감을 어떤 차원에서 접근하였는지를 살펴보고 각 차원들의 유용성과 한계점을 고찰하였다. 또한 자존감을 가치감 근거 자존감과 유능감 근거 자존감으로 구분하는 관점을 소개하고 이 모델의 관점에서 국내 연구들을 개관하여 소개하고자 하였다.

A Study on Applying the Factors of Self-Esteem to Moral Education

( Kim Bong-je ) 한국윤리학회(구 한국국민윤리학회) 2017 倫理硏究 Vol.113 No.1

The self-esteem first presented by William James is one of the oldest research topics in psychology. Research on self-esteem provides a starting point for restoring human nature in modern society where humanity has been lost. The reason why self-esteem is illuminated as a research theme is recognized as a major mechanism for leading to human behavior. According to researches self-esteem has emotional, cognitive, and evaluative functions, and is divided into two factors: domain and specific. Especially, the specific factors of self-esteem are related to the moral trait. Thus, a good understanding of the factors of self-esteem associated with moral traits is an attempt to promote the development of moral education. According to 2015 Moral Education Curriculum (MEC), self-esteem and positive attitude related to self-esteem were suggested as elements of moral education contents. In order to utilize self-esteem as an effective moral education content, it is necessary to analyze the characteristics and factors of self-esteem. Also, this try is to find the grounds that can be applied to moral education. For this purpose, this study analyzed the characteristics of early self-esteem and recently presented concepts to find applicability to moral education. In addition to this, some examples of how to link the factors of self-esteem and the contents presented in 2015 MEC is presented.

군 병사의 자기복잡성과 심리적 디스트레스의 관계: 개인자존감과 집단자존감의 매개효과

심윤기,김완일 한국상담학회 2014 상담학연구 Vol.15 No.6

본 연구는 군 병사를 대상으로 긍정․부정 자기복잡성과 개인 및 집단자존감이 심리적 디스트레스에 미치는 영향을 구조회귀 모형을 통해 검증하는 것을 목적으로 하고 있다. 이를 위해 강원도 지역에서 복무하고 있는 병사 372명을 대상으로 자기복잡성, 개인 및 집단자존감, 심리적 디스트레스 척도를 실시하였다. 연구결과, 긍정․부정 자기복잡성은 개인자존감에 영향을 미치고, 개인자존감은 집단자존감에 영향을 주며, 집단자존감은 다시 심리적 디스트레스에 차례로 영향을 미치는 순차적 완전매개 효과가 나타났다. 본 연구는 자기복잡성과 개인 및 집단자존감 등 다양한 자기개념 변인들을 살펴봄으로써 그 관계성을 밝혔다는데 의의가 있다. 본 연구 결과는 먼저, 군 병사들의 심리적 디스트레스를 감소시키기 위해 개인 및 집단자존감을 포괄하는 자기개념증진 집단프로그램 개발의 필요성을 시사한다. 다음으로, 군 병사들을 대상으로 한 상담 시 개인 및 집단자존감을 고양시킬 필요가 있음을 시사하고 있다. 마지막으로, 본 연구결과에 대한 논의와 추후연구를 위한 제언을 제시하였다. The purpose of this study is to test the effects of positive/negative self-complexity, personal self-esteem and collective self-esteem on psychological distress among military soldiers with structural regression model. For this purpose, this study administered a self-complexity scale, personal and collective self-esteem scale and psychological distress scale to 372 military soldiers who served in Gangwon-do region. The result showed that there is a sequential mediating effect in which the positive/negative self-complexity affected personal self-esteem, which in turn affected collective self-esteem which affected psychological distress, in sequence. The implication of this study is to examine various self-concept variables including self-complexity, personal and collective self-esteems to demonstrate their relationships. The findings suggest that there is a need for self-concept enhancement group program encompassing personal and collective self-esteems in order to reduce psychological distress among military soldiers. Next the findings suggest that there is also a need to enhance personal self-esteem as well as collective self-esteem in counseling with military soldiers. Finally, the discussion on this study and suggestions for future study were presented.

학대피해아동 형제자매들의 스트레스에 대한 보호요인으로써의 자아존중감에 관한 연구

박명숙(Park, Myung-Sook) 한국피해자학회 2011 被害者學硏究 Vol.19 No.1

This study explored the life stress and self-esteem of children who have abused siblings. Also, this study focused on the variable of self-esteem work as a protective factor in abusing situation. For the study, 149 children were recruited through CPS(Child Protective Service). Their life stress and self-esteem were examined and structured instrument was used for data collection. According to the study results, respondents were more likely to have high level of stress regarding of family and learning than other stress. Also, they had low self-esteem and more likely to have negative attitudes toward themselves. Regression analysis verified the variables which are related to the stress of life; the variable of self-esteem in the stress of parent, the variables of family income and self-esteem in the stress of family, the variable of self-esteem in the stress of friend relationship, the variables of children's age, the length of time to the experience of abuse, and self-esteem in the stress of learning, the variables of the length of time to the experience of abuse and self-esteem in the stress of school, and the variable of self-esteem in the stress of environment. Finally, the variable of self-esteem were identified as a protective variable to decrease all kinds of stress for children who have abused siblings. Based on the study results, psychological services for improving self-esteem of siblings of abused children, financial supports for families having risk of abusing children, and mandatory services to children who have abused siblings were suggested as intervention strategies.

방과후 자아존중감 프로그램 참여가 저소득층 아동의 자아존중감 및 또래관계에 미치는 효과

김정희,정다운 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.4

The purpose of this study was to investigate the effects of an after-school self-esteem program on the self-esteem and peer relationships of children from low-income families. We performed this research over a period of 11 sessions with Im Seonyoung's self-esteem program and we performed the evaluation using Choi Boga and Jeon Guyyeon's self-esteem questionnaire (1993) and Kim Taehee's peer-relationship questionnaire (2005). The subjects included 24 elementary students from low-income families, in grade 4, or grade 5, who use the A-regional children center located in Gyeonggi province. Means, standard deviations, and a paired t-test were conducted. Firstly, statistically meaningful enhancements of the self-esteem of students occurred after they took the after-school self-esteem program. Among the subordinate factors, the general self-easteem and home self-esteem of the participants were enhanced, but their social self-esteem and learning self-esteem did not show statistically meaningful differences after the program. Secondly, the number of peer-relationships of participants increased after the after-school self-esteem program. In the subordinate factors, respectfulness among peers was enhanced, but their reliability did not show a statistically meaningful difference after the program. 본 연구는 자아존중감 프로그램이 저소득층 아동의 자아존중감과 또래관계에 미치는 효과를 검증하는데 있다. 본 연구는 경기도에 소재한 A지역아동센터를 이용하는 저소득층 아동 4, 5학년 24명을 대상으로 임선영(2010)이 개발한 자아존중감 프로그램을 11회기에 걸쳐 실시하였다. 연구에 사용된 검사도구는 최보가․전귀연(1993)이 개발한 자아존중감 검사와 김태희(2005)가 수정 보완한 또래관계 검사이다. 자료분석은 spss(version 18)통계 프로그램을 사용하여 평균, 표준편차, Paired t-test를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 방과후 자아존중감 프로그램이 아동의 자아존중감에 미치는 효과는 전체적으로 프로그램 참여 이전보다 참여 이후에 자아존중감이 유의미하게 증가하였다. 하위영역별로 보면, 일반적 자아존중감과 가정적 자아존중감에서 유의차가 있었고, 사회적 자아존중감과 학업적 자아존중감에서는 통계적으로 유의하지 않았다. 둘째, 방과후 자아존중감 프로그램이 아동의 또래관계에 미치는 효과에서는 전체적으로 프로그램 참여 이전보다 이후에 또래관계가 증가하였고, 하위영역 중 존중감에서 유의차가 있었고, 신뢰감에서는 유의차가 없었다.

C시 노인의 자아존중감과 영향을 미치는 요인

안황란 대한간호학회정신간호학회 1998 정신간호학회지 Vol.7 No.1

Self-esteem is an essential component in health and the quality of life of the aged. But even though self-esteem among the aged has been documented in western country, few studies have been conducted related to the self-esteem in Korea. Especially, relationship of few the general characteristics and self-esteem has been studied in previous research and literature, but relationship of many variables (16) and self-esteem was studied in this study. The purpose of this study was to identify self-esteem and related factors of the aged in the C city. 179 subjects were participated in the study. The survey questionaire was develoed by Hwang-Ran Ahn(1993). SPSS/PC^+ was utililized for data analysis and included discriptive statistics, t-test, One way ANOVA. The results of this study are summerized as follows : 1. Mean of self-esteem was 55.3, minimum was 31, and maximum was 76. 2. Variables showed statistically significant difference in self-esteem of the aged were ; sex, age, education, existence of spouse, family, occupation, existence and type of interest, personality, satisfaction of life, happiness of marriage, existence and type of disease. But it wasn't significantly different according to religion, existence of unmarried family, economic. From the results of this study, it can be concluded that the aged in the C city do have middle degree of self-esteem. And the 13 variables of 16 variables showed statistically significant difference in self-esteem. Therefore further research are needed to develop better self-esteem measurement tool to identify selfesteem of the aged and to develop and evaluate nursing intervention for high self-esteem.

The Effects of Self-Esteem Training Program on Improvement of Self-Esteem and Speaking Abilities of Students with Physical Disabilities

( Yun Hyang Chong ) 대구대학교 한국특수교육문제연구소 2019 Asia-Pacific Journal of Intellectual Disabilities Vol.6 No.1

Students with disabilities have low self-esteem and lack the ability to speak confidently because of their physical impairment and failure experiences. Therefore, in this research, the self-esteem training program was developed and applied to students with physical disabilities, and the effects of self-esteem and speaking ability of physically disabled students were examined. The subjects of this study were 20 students from D special-education school in Daegu Metropolitan City. Experimental design methods applied for the experiment of this study are experimental design of pre- and post-test control group. After applying the self-esteem improvement program to the experimental group and not applying it to the control group, pre- and post-test were done to both the experimental group and the control group to compare the experimental treatment results. The results of this study were as follows: First, the students of the experimental group who performed the self-esteem training program showed a positive improvement in general self-esteem, social self-esteem, family self-esteem and school self-esteem compared to the control group. Second, the experimental group participating in the self-esteem training program improved speaking ability in four areas: content selection, content organization, expression and delivery, attitude. Based on the above conclusions, it is suggested that the self-esteem training program for the students with disabilities should be developed in accordance with the characteristics of the learner, so that long-term training should be done using the creative experiential activity time.

한국 성인의 자존감 구성요인 탐색 및 척도개발

차경호,홍기원,김명소,한영석 한국심리학회 2006 한국심리학회지 일반 Vol.25 No.1

This study was conducted to explore the structure of self-esteem among Korean adults and to develop a Korean Self-esteem Scale. 61 Korean adults participated in FGI (Focused Group Interview) in which they were asked to indicate situations enhancing their self-esteem as well as situations depressing their self-esteem. The content analysis of their responses yielded 14 categories with 148 characteristics of self-esteem. The list of 148 items, Rosenberg's self-esteem scale(1979), and Ryff's psychological well-being scale(1989) were administered to a nationwide sample of 1503 Korean adults in order to assess their self-esteem and psychological well-being through 6-point Likert scale. Responses from 877 participants were submitted to exploratory factor analysis and 70 items with low factor coefficient were deleted. The Korean Self-esteem Scale consisted of 78 items and 11 factors. Confirmatory factor analysis of the responses from the 611 adults showed that the 11 factor structure derived from the exploratory factor analysis was appropriate. The Korean Self-esteem Scale showed relatively high correlations with Rosenberg's self-esteem scale and Ryff's psychological well-being scale, respectively r=.39, .68. These results supported the construct validity of the Korean Self-esteem Scale. Finally the implications and limitations of the present study were discussed. 본 연구에서는 한국 성인남녀가 생각하는 자존감의 구성요인들을 탐색하고 이를 평가하는 척도를 제작한 후, 확인적 요인분석과 Rosenberg(1979)의 자존감 척도 및 심리적 안녕감 척도(Ryff, 1989)와의 관계분석을 통해 그 타당성을 검토하였다. 이를 위해 모두 두 차례의 조사가 실시되었는데, FGI형식으로 이루어진 1차 조사에서는 성인남녀 61명을 대상으로 자존감에 영향을 미치는 상황들을 조사하여 중복된 응답을 제외하고 148개의 특성들이 도출되었고, 각 특성들의 유사성에 따라 14개의 요인으로 분류되었다. 2차 조사에서는 전국 성인남녀 1503명을 대상으로 148개의 자존감 척도 예비 문항들과 Rosenberg의 자존감 척도와 Ryff의 심리적 안녕감 척도 문항들을 함께 실시하여 자신의 현재 삶의 모습을 평정하도록 하였다. 조사 2에서의 응답결과에 대한 분석은 두 부분으로 나누어 실시하였는데, 먼저 877명의 응답 자료를 바탕으로 문항 선정을 위한 탐색적 요인분석을 실시한 결과, 요인계수가 낮은 문항을 제외한 후 최종 11개요인, 78개의 문항으로 구성된 자존감 척도가 마련되었다. 나머지 611명의 자료는 확인적 요인분석을 위해 사용되었는데 탐색적 요인분석에서 밝혀진 요인구조가 적합한 것으로 나타났다. 또한, 개발된 자존감 척도와 Rosenberg의 자존감 척도 및 심리적 안녕감 척도를 이용하여 구성개념 타당도를 확인하였다.

아동의 자기수용이 자존감과 외적 자기가치 수반성, 자존감 안정성과의 관계에 미치는 영향

양곤성 한국초등상담교육학회 2024 초등상담연구 Vol.23 No.1

The purposes of this study were to examine the independent effects of self-acceptance in the relationships between self-esteem and self-esteem stability, external contingencies of self-worth and moderating effect of self-acceptance on the relationship between self-esteem and external contingencies of self-worth, self-esteem stability. The subjects were 244 elementary school students in Seoul. Self-acceptance, self-esteem, stability of self-esteem, external contingencies of self-worth scale were examined to children. The data were analyzed by Pearson correlation, hierarchical multiple regression analysis. According to the results the correlations between self-esteem, self-acceptance and self-esteem stability and external contingencies of self-worth were significant. The effect of self-acceptance on self-esteem stability and external contingencies of self-worth independently of self-esteem was significant. The moderating effect of self-acceptance was significant in the relationship between self-esteem and self-esteem stability. The results of this study demonstrated it is important to consider role of self-acceptance when develop educational interventions for elementary school children.