Effect of Academic Burnout on the Academic Self- efficacy through Study Engagement and Teacher Support in Chinese College Students : Moderated Mediation Effect of Growth Mindset

오미평 한서대학교 대학원 2025 국내박사

This study aims to provide basic data to protect academic self-efficacy by understanding the impact of academic burnout on academic self-efficacy through study engagement and teacher support among college students The subjects of the study were 547 students attending a university in Guangdong Province, China, and data were collected using a survey. The data was analyzed using SPSS PC+ Win. ver. 25.0 and SPSS PROCESS macro ver. 4.2. The statistical techniques applied to the analysis were frequency analysis, reliability analysis, mean comparison analysis (t-test, one- way analysis of variance), correlation analysis, mediation effect analysis, moderation effect analysis, and moderated mediation effect analysis. The bootstrap method was applied to verify the mediation effect, moderation effect, and moderated mediation effect, and the confidence level was set at 95% and the number of samples was set at 5,000. The three conditions for analyzing the moderating effect and moderated mediating effect were M±SD and M, and the independent and controlling variables were mean centered during the analysis. First, academic burnout was higher among female students than male students and higher for students living in small cities and rural areas than those living in metropolitan cities. Study engagement was higher for first-year students than second-year students, and academic efficacy was higher for male students than female students, as well as for first and third-year students compared to second-year students Second, academic burnout showed a negative correlation with growth mindset, study engagement, teacher support, and academic efficacy, whereas growth mindset, study engagement, teacher support, and academic efficacy were positively correlated with each other. Third, study engagement mediated the relationship between academic burnout and academic efficacy. Academic burnout influenced academic efficacy directly but also indirectly through study engagement. Fourth, teacher support mediated the relationship between academic burnout and academic efficacy. Academic burnout influenced academic efficacy both directly and indirectly through teacher support. Fifth, study engagement and teacher support jointly mediated the relationship between academic burnout and academic efficacy. Academic burnout affected academic efficacy directly but also indirectly through both study engagement and teacher support. Sixth, growth mindset moderated the relationship between academic burnout and study engagement, serving as a buffer that mitigates the effect of academic burnout on study engagement. Seventh, growth mindset moderated the relationship between academic burnout and academic efficacy, buffering the effect of academic burnout on academic efficacy. Eighth, growth mindset moderated the effect of academic burnout on academic efficacy through study engagement and teacher support, acting as a buffer in this moderated mediation relationship. These findings suggest that strengthening study engagement, teacher support, and growth mindset is essential to reduce academic burnout and enhance academic efficacy. Educational interventions can focus on promoting study engagement and fostering positive interactions with teachers, and especially on implementing programs that strengthen growth mindset to build students’ psychological resilience. Keywords: academic burnout, growth mindset, study engagement, teacher support, academic efficacy, mediation effect, moderation effect, moderated mediation effect, PROCESS macro, college students

(A) multi-group latent growth modeling on burnout in Korean middle school students

김보영 Graduate School, Korea University 2012 국내석사

The present study examined the longitudinal relationship between effort-reward imbalance as a stressor and academic burnout as a strain. Two variables were strongly related to each other. Academic burnout changed and developed with effort-reward imbalance over time. The present study also focused on the effect of coping strategies, a problem-focused coping and an emotion-focused coping, on the relationship between effort-reward imbalance as stressor and middle school students’ academic burnout using multi-group latent growth modeling (LGM) analysis. Findings based on this study, all coping strategies showed that initial states of academic burnout and effort-reward imbalance related to each other and changes of them changed together. In addition, problem-focused coping strategies had an effect on the relationship between effort-reward imbalance and academic burnout longitudinally. In case of students employing low problem-focused coping, the intercept of effort-reward imbalance contribute to the increase of academic burnout significantly. High emotion-focused coping strategies also influence on the paths from the intercept of effort-reward imbalance to the slope of academic burnout. This result indicated that the longitudinal associations between the initial state of effort-reward imbalance and the change of academic burnout are significant less problem-focused coping and more emotion-focused coping strategies. Despite limitations of self-report questionnaires and sample limited in a specific region, this study had important implications in that the results of this study suggest a realistic approach for preventing development of academic burnout as longitudinal evidences and improve to understand development of academic burnout. In addition, this result is consistent with early theoretical studies in that problem-focused coping is related with alleviated levels of stressor and academic burnout. This study also focused on not interpersonal differences but intra-differences of effort-reward imbalance and academic burnout. The results of this longitudinal study promote to understand Korean students suffering from severe academic stress. (295words) 과도한 입시 경쟁과 교육 풍토 속에서 한국 청소년들이 느끼는 심각한 학업 스트레스는 신체화 증상, 부적응 행동, 불안, 우울, 학업소진 등을 초래한다. 이러한 학생들이 호소하는 스트레스의 주요 원인 중 하나로 과중한 학업 부담에 따른 노력 투자에 비해 성과가 만족스럽지 못해서 발생하는 노력-보상 불균형을 꼽을 수 있다. 본 연구는 노력-보상 불균형과 학업소진 간의 종단적 관계와 그 변인들의 성장을 살펴보고, 문제중심 대처방식과 감정중심 대처방식이 각각 노력-보상 불균형과 학업소진의 종단적 관계에 미치는 영향을 살펴보았다. 다집단 잠재성장모형 분석 결과, 모든 집단에서 노력-보상불균형의 초기값과 학업소진의 초기값, 노력-보상불균형의 변화량과 학업소진의 변화량의 경로는 모두 유의하였다. 이는 노력-보상불균형이 학업소진에 종단적으로 밀접한 영향을 미친다는 것을 보여준다. 문제중심 대처방식의 경우, 문제중심 대처방식을 상대적으로 많이 쓰는 집단과 감정중심 대처방식을 적게 쓰는 집단에서 노력-보상불균형의 초기값과 학업소진의 변화량의 경로는 유의하지 않았다. 반대로 문제중심 대처방식을 적게 쓰는 집단과 감정중심 대처방식을 많이 쓰는 집단에서는 각각 유의했다. 이를 통해 대처방식에 따라 노력-보상 불균형과 학업소진의 종단적 관계가 다르게 나타났음을 알 수 있다. 기존의 소진 및 학업소진의 연구가 횡단자료에 바탕을 두고 있다는 점을 고려할 때, 본 연구는 종단자료에 대한 분석방법인 다집단 잠재성장모형을 통해 두 변인의 변화의 관련성을 검증했다는 데 그 의의가 있다. 그러나 두 변인의 관계를 밝힌 종단적 연구 결과가 아직 미흡하여 본 연구에서 확인한 노력-보상 불균형과 학업소진의 인과관계를 확신할 수는 없다. 따라서 앞으로 스트레스 원인과 학업소진 사이의 종단적 방향성을 밝힐 연구가 좀 더 요구될 것이다. 또한 노력-보상 불균형의 경우 시간의 변화에 따라 초기값과 변화율의 분산이 모두 통계적으로 유의미했다는 점에서 개인차가 있음을 확인할 수 있었다. 따라서 개인이 경험하는 다양한 상황과 스트레스 원인으로서의 노력-보상 불균형의 결과를 반영하는 다각적인 측정이 필요할 것이다.

(A) longitudinal examination of adolescents' academic burnout in the context of job-demands and resources model

최현주 Graduate School, Korea University 2016 국내박사

As a psychological syndrome occurring due to inappropriate coping with sustained academic stress, academic burnout has been found to be a cause of school maladjustment like school dropout as well as psychological difficulties like depression or anxiety. Using the Job Demand-Resource (JD-R) model, a prominent theoretical framework in recent burnout literature, the present study examined the effect of antecedents on academic burnout in a sample of South Korean middle school students. Especially, six waves of longitudinal data were collected not only to identify the developmental trajectory of academic burnout but also to examine the impact of change in antecedents on academic burnout. Based on the literature review, four variables including effort, over-commitment, parental pressure, and interpersonal conflict were selected as demands inducing academic burnout, while four variables including reward, motivation, problem-focused coping were selected as resources preventing academic burnout. Major goal of the current study was to conduct a longitudinal test of the job demands-resources model among Korean middle school students. For this goal, the predictive model for the development of academic burnout considering not only the time-variant antecedents (demands and resources) but also inter- and intra-individual variability was created, and examination of dual process hypothesis (i.e., demands and resources are related differentially to components of burnout) and interaction hypothesis (i.e., job resources buffer the impact of job demands on burnout) were carried out. To build a predictive model, developmental trajectories were examined in both dependent variables (exhaustion, cynicism, inefficacy) and independent variables (effort, over-commitment, parental pressure, interpersonal conflict, reward, motivation, sense of control, problem-focused coping). Results showed that all the three components of burnout increase in a linear fashion over time. As far as eight independents concerned, results discovered that all the variables except for over-commitment showed change or fluctuation over time, and except for sense of control there were individual differences in each change rate. To examine the dual process hypothesis of the JD-R model, a longitudinal multilevel modeling method was implemented by HLM 7. Results supported partly the dual process hypothesis of the JD-R model: although both demands and resources influence exhaustion and cynicism, in terms of the magnitude of coefficients, the coefficients of demands variables on exhaustion were larger than on cynicism, whereas the coefficients of resources variables on cynicism were larger than on exhaustion. Specifically, results from individual differences model revealed that high level in the first measures of effort, over-commitment, and interpersonal conflict not only are related with high level of initial status in exhaustion but is also likely to accelerate the growth slope of exhaustion. As for cynicism, the positive relation between the first measures of two demands (effort and interpersonal conflict) and initial status was significant, and these two demands tend to increase the growth slope, as well. By contrast, the first measures of reward and academic motivation as resource were negatively related to not only the initial status but also the growth slope of exhaustion and cynicism. That is, high reward and academic motivation tend to be associated with low initial status of exhaustion and cynicism, and these two resources are likely to decelerate the growth slope of exhaustion and cynicism. As far as within-person change model concerned, findings indicated that a student who devotes more effort, perceives higher parental pressure, and suffers from more interpersonal conflict than usual would be more exhausted compared with one’s own average level of exhaustion. On the contrary, a student who perceives higher sense of control than usual would be less exhausted compared with one’s own average level of exhaustion. Significant predictors in cynicism were one demands (effort), and three resources (reward, motivation, sense of control). To examine the interaction hypothesis of the JD-R model, interaction terms of demands and resources (demands × resources) were created from the results of main effects for individual differences model. Results indicated that interaction hypothesis is supported partially: despite not for all interaction between demands and resources, two pairs of interaction (initial value of effort × initial value of motivation, initial value of interpersonal conflict × change score of motivation) were significant in exhaustion. In other words, when the initial value of motivation is high, the growth rate of exhaustion does not increase even though the initial value of effort is high. Moreover, the increase of motivation played a role as a buffer against the negative effect of initial value of interpersonal conflict which aggravates exhaustion. That is, the more motivation increase over time, the less exhaustion increase even though the initial value of interpersonal conflict is high. This study makes a number of theoretical contributions to the literature. First, it underlines the changing aspect not only in academic burnout but also in its antecedents. More importantly, when considering these variability of the antecedents, the relation between antecedents and academic burnout became apparent: the magnitude of coefficients in the first measure of predictors on the growth slope of academic burnout became larger compared to the model that did not introduce change scores of predictors. A possible explanation for these is that change scores of predictors play a role in correcting regression to the mean which is a crucial factor in longitudinal analysis. These findings would contribute to prior longitudinal studies that reveal the relation between time-varying predictors and burnout change in terms of individual differences. Second, the present study strongly underlines that effort as demands and academic motivation as resources are important correlates of change in students’ burnout over the school year. These findings are consistent with prior cross-sectional and longitudinal studies, which suggests that dual process hypothesis of the JD-R model may be applied to specific variables. Moreover, they are in the same vein of SDT literature that focuses on importance of intrinsic motivation. Third, this study underscores the role of academic motivation that buffers the negative influence of effort and interpersonal conflict which aggravates burnout. These findings are interesting in that interaction hypothesis of the JD-R is at least partially confirmed in a longitudinal data. If a specific resource mitigates the effect of demands not only on burnout at the moment but also on the increase in burnout, this would be an indisputable evidence on interaction hypothesis of the JD-R model. These findings contribute to theoretical progress of the JD-R model in terms of a longitudinal perspective. Lastly, the present study underlines the differences between inter-individual variability and intra-individual change in burnout. Although limitation in study design would require careful consideration in regard to interpretation, it can be speculated that some variables (parental pressure, sense of control) are more sensitive to short-term change within individuals even though they do not reveal the individual differences. In addition, the reason why parental pressure is not significant in individual differences model can be related to the variability in the meaning of parental pressure. Because parental pressure in South Korea can be ambivalent, some students may perceive parental pressure as favorable and consequently its negative impact on burnout would be neutralized. Despite these contribution, several limitations should be taken into consideration when interpreting the results of this study. First, the measurement point was different across predictors. In particular, the variables observed from Time 3 can be problematic because their coefficients of the first measure on burnout may shift if they were observed at Time 1. Moreover, for reason mentioned above, it is difficult to compare the results of individual differences model and within-person change model and to draw an inference regarding the influential antecedents. Second, organizational characteristics were not considered in the model. Previous burnout literature have paid attention to the importance of organizational aspect that influence individual burnout. In this context, further study is needed to add environmental factors to examine burnout phenomenon. Third, although the proposed predictive model of this study examined the relation between demand/resource and burnout (i.e., health impairment process), the whole assumption of the JD-R model including the relation among demand/resource, burnout/engagement, and negative/positive outcomes was not covered. Further study that involves both health impairment process and motivational process in a longitudinal perspective could contribute to theoretical improvement of the JD-R model. Although it is not without limitation, this comprehensive investigation of the impact of risk and preventive factors on academic burnout will provide both theoretical and practical implications.

Role of academic control in the relationship between academic burnout and parental achievement pressure : using latent growth model

김근화 Graduate Schoool, Korea University 2013 국내석사

본 연구는 학업소진과 부모성취압력의 관계에서 학업통제감의 횡단적, 종단적 역할을 검증하고자 하였다. 서울지역 중학생 420명을 대상으로 2011년부터 2012년까지 한 학기에 한 번씩 기말시험 전에 총 4번의 자료를 수집하였고 최종분석에 포함된 인원은 총 345명이었다. 설문으로 사용한 척도는 한국판학업소진 척도 (MBI-SS), 학업통제감 척도, 부모성취압력 척도였다. 자료는 AMOS 18.0과 SPSS 18.0을 이용하여 잠재성장모형으로 분석하였다. 소진 현상을 설명하는 우세한 이론인 요구-통제 모형의 관점에서 볼 때, 세 변인 (부모성취압력, 학업통제감, 학업소진)은 서로 밀접한 관계가 있다. 학생에게 부모성취압력은 외부환경적 요구로 볼 수 있고, 학업통제감은 개인내적 통제감 요인으로 볼 수 있으며, 학업소진은 요구에 의한 스트레스 반응으로 볼 수 있다. 연구를 통해 알고자 한 세 가지 연구가설은 다음과 같다. 연구 가설1. 부모성취압력은 종단적으로 안정적인 변인인 반면 학업통제감과 학업소진은 종단적으로 변화하는 변인일 것이다. 연구 가설2. 부모성취압력 초기값과 학업소진 초기값의 관계에서 학업통제감 초기값의 매개효과가 존재할 것이다. 연구 가설3. 부모성취압력 초기값과 학업소진 변화율의 관계에서 학업통제감 변화율의 매개효과가 존재할 것이다. 본 연구의 결과는 다음과 같다. 첫째, 학업통제감과 학업소진은 시간의 흐름에 따라 성장했으나, 부모성취압력은 성장하지 않아 잠재성장모형에 적합하지 않았다. 이 결과는 부모성취압력은 종단적으로 안정적인 변인인 반면, 학업통제감과 학업소진은 종단적으로 변화하는 변인임을 의미한다. 둘째, 부모성취압력 초기값과 학업소진 초기값의 관계에서 학업통제감 초기값의 매개효과가 존재하였다. 부모성취압력 초기값이 높으면 학업통제감 초기값이 낮았고, 학업소진 초기값은 높았다. 이것은 연구 1시점의 높은 부모성취압력이 낮은 학업통제감을 매개하여 학업소진에 이른다는 것을 의미한다. 이 횡단적 결과는 초기의 높은 외부 환경적 요구가 개인 내적 통제감을 감소시키고 그 결과 학업소진이 발생한다는 점을 시사한다. 셋째, 부모성취압력 초기값과 학업소진 변화율의 관계에서 학업통제감 변화율의 매개효과가 존재하였다. 부모성취압력 초기값이 높으면 학업통제감 변화율이 크고, 학업소진 변화율이 적었다. 이것은 연구 1시점의 높은 부모성취압력 초기값이 시간이 흐름에 따라 학업통제감의 변화율을 증가시켜 학업소진 변화율을 감소시킨다는 것을 의미한다. 이 종단적 결과는 초기의 높은 외부 환경적 요구가 개인 내적 통제감의 변화량을 높이고, 학업소진의 변화량은 점차적으로 적게 변화한다는 점을 시사한다. 본 연구의 함의점은 다음과 같다. 첫째, 부모성취압력은 학업적요구가 높은 한국의 문화를 대표한다. 높은 교육열을 문화적으로 공유하는 한국 학생들은 학업스트레스가 높기로 유명하다. 문화를 바꾸기는 어려운 상황에서 학업소진에 개입할 때 변화가 어려운 외부환경적 요인인 부모성취압력에 초점을 두기보다는 변화가 가능한 개인내적 요인인 학업통제감에 초점을 두는 개입을 할 때 보다 효과를 얻을 수 있을 것이다. 둘째, 연구의 두 번째와 세 번째 결과에서 횡단적, 종단적 매개효과를 검증하였으나 방향이 반대였다. 구체적으로 말하면, 요구와 통제의 횡단적, 종단적 관계가 반대였고 통제와 소진의 관계는 같은 방향이었다. 이 결과는 ‘초기값의 법칙 (Wilder, 1962)’을 활용하여 횡단과 종단에서 반대로 나타난 통계적 결과를 동일한 현상으로 해석할 수 있다. 즉, 횡단적으로는 외부환경적 요구(부모성취압력)가 개인내적 통제(학업통제감)를 감소시켜 소진에 이르게 하였으며, 종단적으로는 외부환경적 요구(부모성취압력)가 개인내적 통제(학업통제감)의 변화량을 증가시켰으나 이미 연구의 초기시점에서 소진이 크게 일어났던 학생들은 더 이상 소진이 증가될 여지가 충분치 않았기 때문에 시간이 흘러도 소진의 변화량이 클 수 없었음을 시사한다. 이 결과는 초기치의 높은 부모성취압력이 횡단적으로 학업통제감을 낮추어 소진을 유발하고, 초기치에 상승된 소진의 정도는 시간이 흘러도 상당한 수준에서 지속됨을 의미한다. 따라서 학부모들이 어린 나이의 자녀에게 과도한 학업적 요구를 주는 것은 단기와 장기 모두에서 도리어 자녀에게 부정적인 영향을 미칠 수 있다는 함의를 지닌다. 본 연구는 학업소진에 대한 연구가 거의 없는 현 상황에서 우리나라 학생을 대상으로 종단연구를 실시했다는 데에 의의가 있다. 또한 일정하지 않게 보고되었던 세 변인 간의 선행연구 결과들을 종단연구를 활용하여 검증하였다는 점에서도 그 의의를 찾을 수 있다. 특히 횡단적, 종단적으로 부모성취압력이 어떻게 학업통제감에 영향을 미치는지 알아보았고, 이 두 변인 간의 관계가 시간이 흐름에 따라 학업소진 현상에는 어떠한 영향을 미치는지 살펴볼 수 있었다. 본 연구의 결과는 부모성취압력이 학업소진에 영향을 미치는 과정에서 학업통제감의 횡단적, 종단적 매개효과를 알아봄으로써 학업소진 현상을 이해하는데 도움이 될 것이다. 또한 한국 청소년의 학업소진과 외부 환경, 개인내적 자원에 대한 종단적 지식을 넓힘으로써 학생과 그들의 부모에게 개입할 때 배경적 지식으로 활용할 수 있을 것이다. 본 연구는 부모성취압력으로 학업소진을 경험하는 학생들과 과도하게 자녀에게 성취압력을 가하는 부모들에게 개입할 상담적 전략을 세우는데 도움이 될 것으로 보인다. The purpose of the study is to find cross-sectional and longitudinal roles of academic control in the relationship between parental achievement pressure and academic burnout. The sample was 345 middle school students from public middle schools in urban communities in Seoul metropolitan area in South Korea. The data was collected 4 times at 1-semester intervals and conducted before each term examination from 2011 to 2012. Maslach Burnout Inventory Student Survey (MBI-SS; Schaufeli et al., 2002), Academic control scale (Lee, Lee, & Lee, 2009), Parental achievement pressure scale (Kang, 2003) was used. The 4-waves of longitudinal data from middle school students in South Korea were analyzed by latent growth model (LGM; Willet & Seyer, 1996). The data analysis was conducted by AMOS 18.0 and SPSS 18.0. In this study, longitudinal effects of academic control and academic burnout were investigated using LGM in order to examine below three research hypotheses: Research hypothesis 1. While parental achievement pressure will be a longitudinally stable variable, academic burnout and academic control will be longitudinally developmental variables across time. Research hypothesis 2. There will be a mediating effect of initial value of academic control in the relationship between the first wave parental achievement pressure and initial value of academic burnout. Research hypothesis 3. There will be a mediating effect of change rates of academic control in the relationship between the first wave parental achievement pressure and change rates of academic burnout. Those three variables (e.g., academic control, parental achievement pressure, academic burnout) are closely related each other in the perspective of ‘Demand-Control Model (Karasek, 1979)’ which is a predominant theory to understand burnout phenomenon. The parental achievement pressure is one of external environmental demands for students; academic control is one of internal individual control factors and academic burnout is one of strain. The results of this study are like below. First, while academic control and academic burnout have grown across time, parental achievement pressure is not appropriate for growth model. It means that while parental achievement pressure was a longitudinally stable variable, academic burnout and academic control was a longitudinally developmental variable across time. Second, there was a mediating effect of initial value (intercept) of academic control in the relationship between the first wave parental achievement pressure and initial value (intercept) of academic burnout. A higher first wave parental academic achievement pressure made a lower initial value of academic control and it lead academic burnout. It means that academic burnout got severe when there was heavier parental achievement pressure via lower academic control at first research phase. This cross-sectional result indicates that environmental external demand reduces individual internal control; as a result, the students get burnout. Third, there was a mediating effect of change rates of academic control in the relationship between the first wave parental achievement pressure and change rates (slopes) of academic burnout. A higher first wave parental academic achievement pressure increase change rates (slopes) of academic control and it decrease change rates of academic burnout gradually. Based on the results of the present study, there are several implications. First, parental achievement pressure represents high academic demand in Korean. Sharing enormous 'education fever', Korean students were notorious to have severe academic stress. Since it is difficult to change cultural atmosphere, researcher can focus on the internal individual factor like academic control which is a changeable variable across time. It means that in order to intervene to academic burnout, dealing with academic control will be helpful even though the demand was little changeable. Second and third result of this study found both cross-sectional and longitudinal mediating effects but statistical direction was not the same. Specifically, there was an opposite direction of demand and control but identical direction of control and burnout. However, this paradoxical direction has the same interpretation with a cross-sectional result of this study applying ‘Law of Initial Values (Wilder, 1962) ’. An external environmental demand (e.g., parental achievement pressure) leads academic burnout by reducing internal control (e.g., academic control) cross-sectionaly. Longitudinally, an external environmental demand (e.g., parental achievement pressure) increase change rate of internal control (e.g., academic control); however, academic burnout had already been a higher lever so that change rates of academic burnout were not able to get changed across time. These results stress negative influences of parental achievement pressure cross-sectionaly and longitudinally. The results of this study imply that a high level of parental achievement pressure trigger academic burnout by reducing students' academic control; and this increased level of academic burnout is sustained across time. Therefore, these results imply that over-heated parental achievement pressure leads negative effects both cross-sectionaly and longitudinally. Limitations of the study are below. First, the study utilized only self report instruments. Self-report questionnaires may overestimate or underestimate phenomena. Therefore, further research need to examine variables with various measurements. Second, limitation is a generalization. Education levels and academic ability levels may be different each region in South Korea. Therefore, the conclusions should be cautiously interpreted to be generalized to all middle school students in the South Korea. Therefore, further research need to examine to determine if significant similarities or differences exist in the student burnout with students in other regions. Third limitation is missing data issue. While performing 4 waves longitudinal researches, 81 (19%) students were dropped out. Even though the drop out occurred for random, rather than systematic reasons, it might have resulted in weaker associations due to less variances and in decreasing the generalzability of findings. Despite these limitations, the present study has values. This study underlines the cross-sectional and longitudinal role of academic control by clarifying how parental academic pressure led academic burnout by examining cross-sectional and longitudinal mediating effects of academic control. The results of these studies promote to understand inconsistent relationships of three variables using a longitudinal method. Especially the cross-sectional and longitudinal process was enlightened by examining how parental achievement pressure affects perceived academic control and it influence academic burnout phenomenon. Through this present study, developmental knowledge of adolescents' academic burnout will be expanded and it would be helpful to understand the relationship of parents and adolescents in academic situation. The results would be helpful to make plans for relieving academic burnout caused by parental achievement pressure. This research will provide useful strategies for counseling intervention regarding students burned-out from high academic demands and parents excessively giving pressure on their children for academic achievement.

Pattern of change in academic burnout across Soo-Neung

조수현 고려대학교 대학원 2017 국내박사

한국은 열정적인 교육열로 잘 알려져 있다. 아이가 학업에 관여하게 되면, 명문대 입학의 중요성에 대해 언제 어디서나 지속적으로 듣는다. 동양문화권 자아구조의 특징인 상호의존적인 자아구조(Markus & Kitayama, 1991)와 엘리트주의(봉미미 외, 2008), 그리고 일년에 단 한번만 수능 응시 기회를 제한하는 한국의 입학제도는 서로 결합하여 한국의 수능 집착 현상을 더욱 심화시키고 있다. 학업소진은 중고등학생은 물론, 대학생을 대상으로 한 연구에서도 반복적으로 보고가 되고 있다. 그러나, 수능이라는 객관적이고 상황적 사건을 고려한 학업소진의 연구는 이루어 지고 있지 않다. 한국사회의 특이한 수능 문화를 고려한 학업 소진 연구를 진행하고자 하였다. 본 연구는 두 가지의 목표를 가진다. (a) 학업소진에 대한 수능의 효과, (b) 학업소진의 다양한 변화 패턴을 구분 지어줄 수 있는 자원의 발견 이 그것이다. 이를 위해 본 연구를 수능 전에 두 번, 수능 이후 한 번 측정하여 샘플링 한 종단연구로 진행되었다. 서울, 경기, 인천 지역의 8개 학교에서 약 1,000여명의 학생들이 본 연구에 참여하였으며, 학업소진에 영향을 미치는 것으로 알려진 성적을 샘플링 할 때 고려하였다. 그 결과, 일반고는 물론 한 개의 외국어 고등학교도 샘플에 포함되었다. 본 연구에 세 번 모두 응답한 776명의 데이터를 본 연구의 분석에 활용하였다. 수능 사건이 학업소진에 미치는 영향을 확인하기 위하여 반복측정분산분석을 사용하였고, 수능사건을 겪으면서 나타날 수 있는 다양한 학업소진의 변화 패턴과 자원들의 특징을 확인하기 위해 LPA와 다항 로지스틱 회귀분석을 사용하였다. 이 때, 네 개의 학업요구요인(demands)과 네 가지의 대인관계적 자원요소(interpersonal resources)가 다항로지스틱 회귀분석에 투입되었다. 대인관계적 자원요소로는 교사지지, 또래지지, 부모학업지지, 그리고 부모정서지지가 활용되었다. 학업요구 요인으로는 시험불안, 학업과다, 교사압력, 부모압력이 분석에 사용되었다. 이 때, 성별과 학교의 SES는 통제변인으로 투입되었다. 첫 째, 수능 시험이 학업소진에 통계적으로 유의한 영향을 미치는 것이 확인되었다. 특히, 재수를 고려한다고 응답한 학생의 경우 수능이 끝났음에도, 수능 이후의 학업소진 감소량이 재수를 고려하지 않는다고 대답한 집단보다 덜 떨어지는 것으로 나타났다. 이는 곧, 수능이 시험 그 자체로서 학업소진에 영향을 미치는 것으로 볼 수 있다. 둘 째, LPA분석 결과 5개의 집단이 확인되었다(NB, N = 90, 11.6%; Decrease, N = 245, 31.6%; Increase, N = 140, 18.0%; Sustain, N = 213, 27.5%; DI, N = 88, 11.3%). 다섯 개의 집단 중 세 집단(NB, Decrease, DI)은 기존의 학업소진 이론과 일관된 것으로 나타났다. NB는 학업소진이 되지 않은 집단으로 보여져, 일관적인 패턴을 보이는 것이고, DI와 Decrease 는 수능 이후에는 감소하는 패턴을 보였다. 이는, 지속된 스트레스가 있다면 학업소진은 계속 유지되며, 스트레스 상황이 해소된다면 학업소진의 정도가 감소된다 라는 기존 이론과 일관된 것으로 볼 수 있다. 또한, 예외적인 집단도 두 개 나타났다 (Increase, Sustain). Increase 집단은 수능 이후 학업소진이 증가하는 것으로 나타났지만, Decrease집단 과의 비교를 통하여 비교적 건강한 집단인 것으로 추정되었다. 특히, 더 많은 교사지지와 낮은 시험 불안에 의해 Decrease 집단과 주로 구분되는 것으로 나타났다. Sustain 그룹은 상대적으로 건강하지 않은 집단으로 추정되었다. Decrease집단에 비해 비교적 높은 부모 압력과 학업이 과다하다고 느끼게 되면, 수능 이후 감소된 소진을 보이기 보다는 유지하는 패턴을 보이기 쉽다. 이러한 연구 결과는 다음과 같은 연구의의를 가진다. 첫째, 상황적 요인을 고려한 JD-R 모형을 이용하여, 수능이 상황적 요인으로서 학업소진에 종단적인 영향을 미치고 있는 것으로 확인하였다. 또한, 대인관계적 자원이 학업소진의 긍정 혹은 부정적인 변화패턴에 중요한 역할을 하는 것으로 확인하였다. 특히, 부모성취압력, 교사지지, 그리고 부모지지가 유의한 것으로 확인되었는데, 이는 동양문화권의 주요 특징인 상호의존적인 자아구조를 다시 한번 확인 시켜주는 것이라고 할 수 있다. 반면, 또래 지지는 학업소진의 변화에 아무런 영향을 주지 않는 것으로 나타났다. 이는, 고3학생들이 극도의 외로움과 고립감을 경험하고 있음을 보여주는 것이며, 다른 고3이 아닌 청소년 대상 연구와도 일치하지 않는 결과이다. 그러므로, 고3 수험생이 또래로부터 지지를 지각하지 않고 있는 것은 수험생만의 특징이라고도 할 수 있을 것이다. 마지막으로, 본 연구 결과는 상담현장에서 학생들의 학업소진의 긍정적 변화를 위해 활용 할 수 있을 것으로 기대된다. 즉, 교사지지나 부모지지의 수준을 높이기 위해, 학교 장면에서 체계적인 워크샵 등이 준비 될 수 있을 것으로 생각된다. 이러한 연구의의 외에도, 본 연구가 가지는 제한점과 후속 연구에 대한 제안이 논의되었다. Korea is the notorious country for enthusiastic educational fervor in the world. Once child gets involved in academic work, repeatedly and consistently wherever home or at school, student hear about importance of good university. Inherent sociocultural factors including elitism (Bong et al., 2008) and interdependent self-schema as a property of eastern cultures (Markus & Kitayama, 1991), and systematic factor of Korean college admission system restricting the opportunity to take Soo-Neung fed the atmosphere of being obsessed with Soo-Neung. Academic burnout among adolescents or college students is consistently reported across nations. However, the event of Soo-Neung related academic burnout research have not been conducted. Noting the remarkable Soo-Neung phenomena in society and necessity of supportive research, the present study aimed to investigate the change of academic burnout among test-takers undergoing Soo-Neung. The present study posits two research points: (a) the impact of Soo-Neung on academic burnout, (b) the distinctive demands and resources featuring the individualistic patterns of academic burnout. For this, longitudinal research was designed with three times of measurement (i.e., twice before Soo-Neung and once after Soo-Nueng). About 1,000 of the third year students from eight high schools distributed in Seoul, Kyeonggi province, and Inchon participated in the present study. Because academic burnout is influenced by GPA, high schools with different level of achievement were included, varying from foreign language high school to general high school. Only 776 students who participated all of three times in the present study was employed into analysis. Repeated measure ANOVA, LPA, and sequentially multinomial logistic regression analysis were performed. For multinomial logistic regression, four variables as demands including test anxiety, academic demand, teacher pressure, and parental pressure and another four variables as resources including teacher support, peer support, parental academic support, and parental emotional support were used with control variables of gender and SES. The impact of Soo-Neung on academic burnout was revealed out. Declined line of academic burnout after Soo-Neung, whereas sustained line of academic burnout before was observed out. The students who considered retaking Soo-Neung next year showed less decrease even after Soo-Neung than who did not consider retaking although no more physical existence of Soo-Neung. Next, the LPA identified five latent profiles. Three latent profiles consistent with burnout theory identified: No Burnout (named as NB, N = 90, 11.6%), Decrease after Soo-Neung while sustained before Soo-Neung (named as Decrease, N = 245, 31.6%), and Decrease after Soo-Neung while Increase before Soo-Neung (named as DI, N = 88, 11.3%). The rest of two profiles are inconsistent with previous theory: Increase after Soo-Neung while sustained before (named as Increase, N = 140, 18.0%), Sustain after Soo-Neung, while increased before (named as Sustain, N = 213, 27.5%). Lastly multinomial logistic regression analysis found out no significant influence of peer support in discriminating five profiles. Among interpersonal resources, parental emotional support and teacher support played a discerning role between five profiles. The Increase group was inferred as healthy because although it showed increased burnout while sustained burnout before Soo-Neung, the level of which is still lower, distinguished with more teacher support and lower test anxiety. The Sustain group was inferred as unhealthy because when more academic demands and more parental pressure, the people are likely to be belong to group Sustain, than to the group of Decrease. The present study has some implications. The present study identified the effect of Soo-Neung as a situational factor within the JD-R model. It is also confirmed the significant importance of interpersonal sources (i.e., parental pressure, teacher support, and parental support), which supports the interdependent self-schema. No statistical significance of peer support is also notable. Practically, the findings can contribute to building up the systematic counseling-setting only for teacher and parents. Limitations and further researches are suggested.

(The) role of self-compassion in academic stress model

이경주 Graduate School, Korea Universtiy 2020 국내석사

본 연구는 학업요구, 학업소진 그리고 우울에서의 관계에서 자기자비의 역할을 알아보기 위하여 시행되었다. 데이터는 학교에서 직업으로의 전환기에 있는 4학년 학생들을 대상으로 한국에 있는 5개의 대학교에서 수집되었다 (N=162, 응답률=.94.7%, 여자 50.6%). 본 연구에서는 학업요구, 학업소진, 우울, 자기자비 데이터가 사용되었다. 첫번째로 참가자들은 자기자비의 중앙값에 따라 자기자비가 높은 그룹과 낮은 그룹으로 나누어 졌다. 두번째로 잠재변수들간의 관계를 알아보기 위하여 측정모형분석이 진행되었으며, 그것을 통해 잠재변수들의 관계가 탐색되었고 구조모형이 설정되었다. 구조모형은 학업소진이 학업요구와 우울 간의 관계를 완전매개하는 것으로 나타났다. 그리고 이러한 구조모형은 좋은 모델적합도를 보였다. 그 후 측정동일성과 경로동일성 검증이 있었다. 측정동일성은 집단간에 문항을 동일하게 인식하는지, 아닌지를 탐색하기 위함이고, 경로동일성은 집단간에 잠재변수들의 관계에 있어서 차이가 있는지 없는지를 검증하기 위함이다. 검증결과 측정동일성을 만족하는 것으로 나타나서 두 집단에서 모두 측정문항들이 동일하게 인식되었음이 확인되었다. 경로동일성 검증에서는 학업요구에서 학업소진으로 가는 관계는 두 집단에서 차이를 보이지 않았으나, 학업소진에서 우울로 가는 경로는 두 집단이 차이가 있었다. 학업소진에서 우울로 가는 경로가 자기자비가 낮은 집단에서는 유의했으나, 자기자비가 높은 집단에서는 유의하지 않았다. 이것은 자기자비가 학업소진과 우울 간의 관계에서 조절효과가 있다는 것을 의미한다. 만약, 학생들이 자기자비가 높다면 그들은 감정적으로 탈진될 수는 있으나 이것이 우울로는 이어지지 않을 것이다. 본 연구는 자기자비가 학업에서 직업세계로의 전환기에 있는 학생들을 도울 수 있다는 것을 발견했다는 점에서 의의가 있다. 학업에서 직업세계로의 전환기가 점점 길어지고 불안정해짐에 따라 (Ryan, 2001), 학생들에게 번아웃 증후군과 우울을 불러올 수 있는 과도한 스트레스와 부담을 주고 있다. 만약 그들이 이러한 중요한 시기에 번아웃을 경험한다면 그들은 다음 발달단계를 성공적으로 수행하지 못 할 것이다. 학업소진과 우울의 발달단계에 있어서 자기자비의 역할을 찾아냄으로써, 본 연구는 번아웃 증후군을 경험하는 전환기의 학생들을 위하여 자기자비를 활용한 개입프로그램의 개발에 이론적 근거를 제시한다. The present study was conducted to investigate the effect self-compassion on the relationship among academic demand, burnout and depression in academic stress model. The data was from school to work transition study which investigated mental health of senior university students from 5 universities in South Korea (N=154, response rate= 94.7%, female 50.6%). From school to work transition data, the current research used data of self-compassion, academic demands, students’ burnout and depression. First, the participants were divided as high and low self-compassion group by the median value of self-compassion. Second, to identify relationships of latent variables, a measurement model analysis was carried out. Through that, the relationship between variables were identified and structural model was set up. Structural model showed that the academic burnout fully mediated the relationship between academic demands and depression and this full mediated model had a good model fit. After that, configural invariance and path invariance were tested to investigate whether the items were equally perceived by groups and identify group differences in the relationships among latent variables. The results of multi-group analysis demonstrated that latent variables were perceived identically among groups and the path from demands to burnout did not have group differences. It means academic demands were perceived as the factor leading academic burnout regardless of self-compassion level. The path from academic burnout to depression was considered differently among groups. In the high self-compassion group, the path from academic demand to depression was not significant, however, in the group of low self-compassion, it was significant. It means self-compassion has moderation effect on the relationship between academic burnout to depression. If students have high level of self-compassion, they could feel emotionally exhausted but would not have depression. The current research has some implications, in that, it found out self-compassion could help students in the transition period. As the duration of transition has been getting longer and unstable (Ryan, 2001), it gives overwhelming stress and burden to students which lead the burnout and depression. If they have burnout in the critical period, they would not successfully achieve next developmental task. By finding the effect of self-compassion on the development of academic burnout and depression, this research provides the cornerstone for developing interventions applying self-compassion for students who feel burnout.

Age-related differences of academic burnout in Korean students

이자영 Graduate school, Korea University 2010 국내박사

This study is to examine age-related differences of academic burnout in Korean students. The purpose of Study 1 was to validate Korea Academic Burnout Inventory (KABI) by using confirmatory factor analysis and concurrent validity. For Study 1, the following research question was presented: Is Korea Academic Burnout Inventory valid for Korean students? The purpose of Study 2 was to examine that predictor variables (i.e., demand, control, effort, reward, DRR, ERR) would explain academic burnout differently across age. To examine this, multivariate multiple regression analyses were performed. For Study 2, the following research question was presented: What factors influence academic burnout across age? The purpose of Study 3 was to examine the change degree of academic burnout as age increase. It examined how the change of academic burnout transformed from 4th grade students in elementary school to 12th grade students in high school. For Study 3, the following research question was presented: How would the level of academic burnout differ across age? The sample consisted of 1,530 students. The data were collected from metropolitan (e.g., Seoul and Gyeonggi) region of South Korea. All instruments in the present study were measured at the beginning of the semester and data analysis was conducted by SPSS 15.O and AMOS 5.0. The results of Study 1 indicated that the KABI was the fairly reliable and validated inventory. It consisted of four dimensions: Exhaustion, Cynicism, Inefficacy, and Antipathy. In addition, the confirmatory factor analysis indicated that the modified four-factor solution appeared to provide a reasonable good fit to the data in all samples of Korean students. The results of Study 2 indicated that only effort was a critical factor that significantly related to the academic burnout of 4th grade students. For 5th grade students, reward as well as effort revealed to be the important variables to explain academic burnout. For 7th grade students, control as well as other variables (i.e., effort, reward) predicted academic burnout in significant ways. These results indicate that reward and control become increasingly important as students move forward in their studies. In addition, ERR revealed to affect on all subscales of academic burnout regardless of age and DCR also affected on exhaustion, cynicism and inefficacy in general. However, DCR had an effect on cynicism from 8th grade students. The result of Study 3 indicated that the latent mean analysis showed that all four subscales (exhaustion, antipathy, cynicism, and inefficacy) of academic burnout increased gradually across ages. Furthermore, the academic burnout change more drastically before and after transition points in academic the progression (i.e., transition to upper grades from elementary school and transition from middle to high school) due to increased academic demands or subject matter difficulty. Based on the results of the present study, there are several implications. Specifically, the present study can be utilized for designing prevention and intervention programs in school and counseling settings. Helping professionals such as mental health counselors could evaluate the outcome of academic burnout interventions (e.g., preventing or decreasing students’ academic burnout) and understand the diverse types of academic burnout that students face using cross-validated KABI. That is, professionals could plan diverse intervention strategies based on the students’ profile in the KABI subscales. Second, knowing proper period or factors that affected exhaustion, cynicism, antipathy, and inefficacy throughout their elementary, middle, and high school grades can assist educators, administrators, and counselors to develop a proactive approach. This approach can offset the potentially psychologically damaging effects of academic burnout that results from intense pressures to excel and gain entrance in Korea’s elite universities. There are several limitations associated with the present study. First, all instruments in the present research were self-report questionnaires. Therefore, future studies should also consider including biological indicators of burnout and stress. In addition, the present study was not longitudinal study, so it limited to understand academic burnout (e.g., developing process) of Korean students. Therefore, future research on this topic should include longitudinal studies that explore academic burnout for various groups of students.

Effects of motivation-based academic group counseling on psychological and physiological responses of academic stress among Korean middle school students

노현경 Graduate School, Korea University 2013 국내석사

This study aimed to investigate the effects of a motivation-based academic group counseling intervention on both psychological and physiological responses of academic stress. As indicators of academic stress, psychological measure of academic burnout and physiological measure of salivary cortisol were utilized. Initial group difference in the level of salivary cortisol between intervention group composed of student with high academic burnout and control group composed of students with low academic burnout was also investigated. At the first measurement, 170 male students were asked to complete Maslash Burnout Inventory-Student Survey which measured the level of academic burnout and report their academic grade. 85 students whose scores of academic burnout were higher than the median were asked to participate in this study and 21 agreed do to it. 17 students whose scores of academic burnout were lower than the median and reported comparable academic grades with those of intervention group formed control group. Before intervention, all participants’ saliva samples were collected two times in the morning with 50 minutes interval and information of their times of awakening was also collected. The first hypothesis was that intervention group would initially show higher level of salivary cortisol. It was also hypothesized that academic burnout and salivary cortisol would decrease after the intervention. After the first measurement, the group counseling program was implemented to intervention group by trained research assistants while no treatment was provided to control group. The intervention program was composed of 8 sessions, each lasting 45 minutes, and had emphasis on students’ strengths and potentials in order to enhance their confidence and efficacy in academic domain. After the intervention, students were asked to complete the MBI-SS again and saliva samples were collected two times as well. Using SPSS, means, standard deviations, and correlation coefficients were calculated and general linear modeling was conducted. Different from the first hypothesis, no initial group difference was detected in the level of salivary cortisol between two groups. After the intervention, students’ academic burnout decreased in intervention group and the most decrease was found in cynicism among sub-dimensions of academic burnout. However, it turned out that the levels of salivary cortisol increased in both groups. Based on these results, possible mechanisms and implications were discussed. In addition, limitations and suggestions for future studies were addressed. (376 words) 학생에 대한 평가 잣대로 학업 성취만이 거의 유일하게 고려되는 한국 사회에서 한국 청소년들은 매우 어린 시절부터 과도한 학업압력과 입시경쟁에 시달리고 있다. 지속적인 학업스트레스 경험은 우울, 불안 등 의 정서적인 어려움 과 신체화 증상, 부적응 행동뿐만 아니라 극단적인 경우 자살에까지 이를 수 있는 심각한 문제이다. 그러나 학생들이 경험 하는 학업스트레스에 대해 종합적으로 파악하고 초기에 개입하기 위한 우리 사회의 노력은 이제 시작 단계라고 할 수 있다. 그 노력의 일환으로 학생들의 학업에 대한 전반적인 탈진과 냉담, 학업무능감 등을 특징으로 하는 학업소진 현상에 대한 연구가 한국 청소년을 대상으로 진행되고 있으며, 스트레스로 인한 호르몬의 변화에 대해서도 관심이 주목되고 있다. 또한 심리적, 신체적 스트레스를 완화하기 위한 개입 프로그램이 점차 개발되고 있는 단계이다. 이런 상황을 반영하여 본 연구에서는 학업 스트레스에 대한 심리적 반응으로 학업소진을, 신체적 반응으로 스트레스 호르몬이라 불리는 코티졸 수치를 고려하여 학생들의 스트레스 반응에 대하여 종합적으로 연구하고자 하였다. 또한 실질적으로 학생들이 느끼는 스트레스 수준을 감소시키기 위한 목적으로 교육과학기술부의 지원을 받아 개발된 중학생용 동기기반 학업집단상담을 실시하여 그 효과성을 검증하고자 하였다. 본 연구에서 설정한 구체적인 연구 문제는 다음과 같다. 첫째, 학업스트레스로 인해 학업소진을 높게 보고 하는 학생들이 그렇지 않은 학생들에 비해 높은 코티졸 수치를 보이는가? 둘째, 동기 기반학업집단상담은 참여학생의 학업소진 수치를 낮추는가? 셋째, 동기 기반학업집단상담은 참여학생의 코티졸 수준에 어떠한 영향을 미치는가? 본 연구 문제에 대답하기 위해 일선 재직 교사의 도움을 얻어 서울시 소재 K 중학교 3학년 학생을 연구대상자로 모집하였다. 선행 연구의 제언에 따라 호르몬의 영향을 통제하기 위해 남학생으로 참가자 를 제한하였다. 실험 집단과 통제집단을 구성하기 위해3학년 전교생 170여명에게 한국형 학업소진척도를 배부하여 학업소진 점수를 얻었고, 동의한 학생에 한하여 학업성적에 대한 정보를 수집하였다. 이 중 학업 소진 점수에서 중위수 이상에 속하는 학생 85명 중 집단상담 참여에 동의하는 학생 21명으로 실험집단을 구성하였다. 통제집단은 학업소진 점수에서 중위수 이하에 속하면서 실험집단과 학업성취 수준에서 유사한 남학생 17명으로 구성 하였다. 실험집단에 속한 학생들에게는 학생들의 장점 및 잠재력에 초점을 두고 학업 영역에서 자신감과 효능감을 높이기 위해 개발된 동기기반학업집단상담을 총 8회기에 걸쳐 매회기 45분간 제공하였다. 집단상담 실시 전후 아침 9시와 9시 50분 두 번씩, 총 네 번에 걸쳐 타액을 채취하였고, 이는 드라이아이스와 함께 아이스박스에 담아 연구소로 바로 이송하였다. 분석을 의뢰한 연구소에서는 Kit와 시약을 이용하여 타액 내 코티졸 수치를 측정하였고, 그 결과를 연구자 에게 제공하였다. 분석 결과 이상치를 보인 2명의 코티졸 자료를 제외 하고 총 36 명의 자료가 최종 분석에 사용되었다. 연구결과, 연구가설과 달리 코티졸 수치에 있어서 실험집단과 통제집단 간의 통계적으로 유의미한 차이가 나타나지 않았다. 또한 동기 기반학업집단상담은 학생들의 학업소진을 감소시키는 효과가 있었지만, 코티졸 수치는 실험집단과 통제집단에서 모두 오히려 증가하는 것으로 나타났다. 동기기반학업집단상담은 참여학생들로 하여금 자신의 강점에 초점을 맞추어 학업에 대한 자신감을 회복하고 새로운 동기를 가지게 함으로써, 궁극적으로 학업소진 수준의 감소에 기여한 것으로 보인다. 특히 학업소진의 세 가지 하위요인인 탈진과 냉담, 학업무능감 중 냉담 요인에서 가장 큰 변화가 나타났는데, 집단상담을 통해 학생들에게서 학업으로부터 철회하려는 태도가 크게 줄어든 것은 고무적이라 하겠다. 반면, 코티졸 수치에서는 집단 간 차이도, 프로그램의 효과성도 나타나지 않았기 때문에 그 함의와 추후 연구를 위한 제안점에 대하여 자세히 논의하였다. 학교와의 협력 과정에서 학사일정에 무리를 주지 않는 범위 에서 집단상담 일정이 조정되었고, 그 과정에서 부득이하게 시험기간 1주일 전에 집단상담이 종료되고 2차 측정이 이루어졌다. 집단상담의 효과와 별개로 시험이 코티졸 수치에 큰 영향을 미친 것으로 추측되나 정확한 원인을 알기 위해서는 더욱 정교한 추후 연구가 필요할 것으로 보인다. 또한 직무소진에 대한 선행연구에서 직무소진 환자의 코티졸 수치가 일반인에 비해 높다는 결과와 낮다는 결과가 거의 비슷하게 보고되고 있는 상황을 고려할 때, 학업소진과 코티졸 수치의 관계에 대해서도 앞으로 더욱 활발한 연구가 이루어질 필요가 있음이 시사된다. 몇 가지 제한점에도 불구하고 본 연구는 한국 학생들의 학업스트레스로 인한 심리적 증상과 신체적 증상을 함께 고려한 첫 연구로, 앞으로 학생들이 학업스트레스로 인한 어려움을 극복할 수 있도록 실제적으로 도움을 제공하기 위한 초석을 마련했다는 점에 그 의의가 있다.

대학생의 사회부과 완벽주의가 학업소진에 미치는 영향 : 자기효능감과 사회적 지지에 의해 조절된 시간압박감의 매개효과

유효정 한국외국어대학교 교육대학원 2024 국내석사

본 연구는 대학생의 사회부과 완벽주의 성향이 시간압박감을 매개하여 학업소진에 미치는 영향을 확인하며 그 과정에서 자기효능감과 사회적 지지가 조절효과를 보이는지 검증하고자 하였다. 이를 위해 대학생 219명을 대상으로 다차원적 완벽주의 척도, 시간압박감 척도, 학업소진 척도, 자기효능감 척도, 사회적지지 척도가 포함된 설문을 실시하였으며 수집된 자료는 SPSS 25.0과 PROCESS Macro 4.2 프로그램을 사용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 변인 간 상관분석 결과 사회부과 완벽주의와 시간압박감, 학업소진 사이에 유의미한 정적 상관이 있는 것으로 나타났으며 자기효능감과 사회적 지지는 각각 사회부과 완벽주의와 시간압박감, 학업소진과 부적 상관이 있는 것으로 나타났다. 둘째, 사회부과 완벽주의와 학업소진의 관계를 시간압박감이 부분 매개하는 것으로 나타났다. 구체적으로 사회부과 완벽주의가 시간압박감 수준을 높이며 높아진 시간압박감은 학업소진을 증가시키는데 기여한다. 셋째, 사회적 지지는 시간압박감과 학업소진의 관계를 조절하였지만, 자기효능감은 둘의 관계를 조절하지 못하였다. 마지막으로, 사회적 지지의 조절된 매개모형을 검증한 결과, 사회부과 완벽주의와 학업소진의 관계에서 시간압박감의 매개효과가 사회적 지지의 수준에 따라 달라지는 조절된 매개효과를 확인하였다. 이러한 결과를 토대로 본 연구의 의의와 제한점 및 후속연구를 위한 제언을 논의하였다. This study aimed to propose a strategy to mitigate academic burnout among university students by analyzing the mediating effects of time pressure and self-efficacy, alongside the controlled mediating effect of social support, on the relationship between socially prescribed perfectionism and academic burnout. Data were collected from 219 college students who voluntarily participated in an online survey, including a multidimensional perfectionism scale, a time pressure scale, an academic burnout scale, a self-efficacy scale. The following results were derived. First, there was a positive correlation between socially prescribed perfectionism, time pressure, and academic burnout. Self-efficacy and social support were negatively correlated with socially prescribed perfectionism, time pressure, and academic burnout, respectively. Second, time pressure partially mediated the relationship between socially prescribed perfectionism and academic burnout. Specifically, socially prescribed perfectionism increases the level of time pressure, and increased time pressure contributes to increased academic burnout. Third, social support moderated the relationship between time pressure and academic burnout, whereas self-efficacy did not. Finally, the moderated mediating effect of social support indicated that higher levels of social support amplified the effect of time pressure on the relationship between socially prescribed perfectionism and academic burnout. These results underscore the importance of considering social support needs in addressing academic burnout among university students exhibiting a tendency toward socially prescribed perfectionism, and highlight the necessity of alleviating time pressure to prevent and cope with academic burnout.

Role of goal adjustment in the relation between perfectionistic concerns and academic burnout in Korean students

장은비 Graduate School, Korea University 2016 국내박사

In South Korea, not only middle and high school but also college students experience high level of academic stress. Prolonged academic stress leads to academic burnout, and it causes psychological and physical problems. Academic burnout consists of three symptoms such as emotional exhaustion, cynicism, and inefficacy. Emotional exhaustion refers to feeling emotionally and physically drained. Next, cynicism means negative and skeptical attitude toward the meaning of schoolwork and study itself. Lastly, inefficacy represents feeling incompetent and unproductive as a student. This study investigated the relation among perfectionistic concerns (i.e., socially prescribed perfectionism, discrepancy), goal adjustment (i.e., goal disengagement, goal reengagement) and academic burnout. More specifically, the current study attempted to find out the mediating role of goal adjustment (i.e., goal disengagement, goal reengagement) in the relation between perfectionistic concerns and academic burnout in Korean undergraduate students. In Study 1, perfectionistic concerns, goal adjustment capacities, and academic burnout were measured using questionnaire. Total 279 undergraduate students completed the online survey. To test the mediation effect of goal adjustment in the relation between perfectionistic concerns and academic burnout, structural equation modeling (SEM) was performed using AMOS 18.0. When both goal disengagement and goal reengagement were included as mediators in the model, the path from perfectionistic concerns and goal disengagement was not significant. Thus, after removing the goal disengagement from the model, only goal reengagement was inputted as a mediator in the model. As a result, the model fit showed adequate fit, and the mediating effect of goal reengagement in the relation between perfectionistic concerns and academic burnout was significant. Specifically, higher perfectionistic concerns predicted lower goal reengagement, and lower goal reengagement in turn linked to higher academic burnout. In Study 1, the mediation effect of goal reengagement in the perfectionistic concerns and academic burnout was confirmed, but it was modest and did not mean causal relationship among three variables. Also, the mediation effect of goal disengagement was not found. Thus, to identify more clear relation among the variables, Study 2 was executed with the experimental research design. In Study 2, individuals who received high scores on perfectionistic concerns in Study 1 participated. Participants had to solve ten mathematical problems during twenty minutes and responded to the questionnaire which includes dependent variables (i.e., emotional exhaustion, positive and negative affect). Because academic burnout is occurred by prolonged academic stress, affect which has significant relation with burnout was measured as the indicator of academic burnout. In addition, emotional exhaustion, which is the first symptom of burnout was measured after modifying the original items. In Study 2, there were three conditions such as persistence condition, reengagement condition, and disengagement condition. In disengagement condition, participants could choose to disengage from the original goal (i.e., giving up solving the one problem within two minutes). In comparison, in reengagement condition, participants could reengage in alternative goal (i.e., solving alternative problem within two minutes) after disengage from the original goal (i.e., giving up solving the original problem). Lastly, in persistence condition, participants had to persist the original task. In the analyses, participants who persisted the task regardless of the original condition were classified as the optional persistence condition. In reengagement condition, two participants were classified as the optional persistence condition. In contrast, in disengagement condition, all participants were classified as the optional persistence condition because they persisted the original task. Thus, the following three conditions were used in the analyses: forced persistence condition which do not have option to reengage or disengage, reengagement condition, and optional persistence condition. Using SPSS program, analyses of covariance (ANCOVAs) were executed. As a result, when the number of correct answer was controlled, there were significant differences among three conditions. Specifically, participants in the reengagement condition reported lower negative affect compared with participants in the other two conditions (i.e., forced persistence condition, optional persistence condition). However, there were no significant differences among the three conditions in the positive affect and emotional exhaustion. This study offers a number of theoretical and practical implications. First, this study identified a new mediator in the relation between perfectionistic concerns and academic burnout. Finding out the mediating role of goal reengagement in this relation was the first attempt. Also, the current study not only measured but also manipulated the goal adjustment in the experimental setting. Even though manipulation of disengagement was not as effective as expected, this study attempted to overcome the methodological limitations of previous studies. There are some limitations in this study. First, mediation effect of goal reengagement was not strong in Study 1, so it is necessary to interpret this effect carefully. Second, in Study 2, even though participants responded that it was impossible and difficult to solve a problem within two minutes in the manipulation check, they may not actually feel that the goal was unattainable. Thus, in the next study, manipulation of unattainable goal should be revised. Next, there was no comparison group which consisted of non-perfectionists. Therefore, it would be careful to interpret the result of Study 2. If non-perfectionist group is included as a comparison group, a clear relation between perfectionistic concerns and goal adjustment could be identified. In addition, this study did not classify the sub-type of goal reengagement and goal disengagement. Thus, there are some limitations to interpret the result of Study 2. Despite these limitations, this study would be helpful to understand and prevent academic burnout for students with perfectionistic concerns.