내외통제소재가 시험불안에 미치는 영향 : 인지적 정서조절전략의 조절효과 = The relationship of locus of control and test anxiety: Moderation effect of cognitive emotion regulation strategies

국문 초록 (Abstract)

본 연구의 목적은 중학생의 내외통제소재와 적응적, 부적응적 정서조절전략이 시험불안에 어떠한 영향을 미치는지 알아보고, 내외통제소재가 시험불안에 미치는 영향이 인지적 정서조절전략에 의해 조절되는지 검증하고자 하는 것이다.
이를 위해 서울과 경기도의 중학교 1학년에서 3학년 학생 총 421명을 대상으로 검사를 실시하여 자료를 분석하였으며, 측정도구로 김아영(1997)의 내외통제 척도로 Clifford(1988)가 개발한 학교공부와 관련된 내외 통제소재 척도(LOC), 인지정서조절전략 척도(K-CERQ), 시험불안검사(Test Anxiety Inventory: TAI)를 설문조사에서 실시하였다.
본 연구의 결과를 요약하면 다음과 같다. 첫째, 내외통제소재는 시험불안과 유의미한 상관을 나타내지 않았으며, 부적응적 인지적 정서조절전략들과도 반추와 파국화를 제외한 나머지 전략들과는 상관을 나타내지 않았다. 반면, 내외통제소재는 적응적 인지적 정서조절전략과 유의미한 정적관계가 나타났다. 시험불안의 경우 적응적 인지적 정서조절전략과는 유의미한 상관관계가 나타나지 않았지만, 부적응적 정서조절전략과 유의미한 정적 상관관계가 나타났다.
둘째, 내외통제소재가 시험불안의 하위요인인 걱정요인에 유의미한 영향을 미치지 않는 반면, 시험불안의 하위요인 중 정서요인에는 유의미한 경향성이 나타났다. 따라서 내외통제소재는 시험불안 중 정서를 예측하는 경향이 있으며, 이는 내적 통제감을 많이 나타낼수록 시험불안 중 정서적인 측면은 감소하는 경향이 있는 것을 의미하였다.
셋째, 적응적 인지적 정서조절전략은 내외통제소재가 시험불안에 미치는 영향을 유의미하게 조절하였다. 즉, 적응적 인지적 정서조절전략을 잘 사용하여 내적 통제감을 많이 느낄수록 시험불안은 감소하는 것으로 나타났다.
반면, 내외통제소재와 시험불안의 관계에서 부적응적 인지적 정서조절전략은 내외통제소재와 시험불안 간에 조절변인이 아닌 것으로 나타났다.
종합하면 중학생의 내외통제소재와 인지적 정서조절전략은 시험불안에 영향을 미치며, 적응적 인지적 정서조절전략을 많이 사용할수록 내외통제소재가시험불안에 미치는 부정적인 영향력이 완화되는 것으로 나타났다.

다국어 초록 (Multilingual Abstract)

This research aimed at investigating the influence of middle
school students’ internal and external locus of control, adaptive and maladaptive emotional regulation strategy on test anxiety, and verifying whether the effect of internal and external locus of control on test anxiety is regulated by cognitive emotional regulation strategy.
For this, this research analyzed the data by conducting a test targeting total 421 students, i.e. 1st, 2nd, and 3rd graders of middle school students in Seoul and Gyeonggi-do, and conducted a survey of internal and external locus of control (LOC) related to school study developed by Clifford (1988) as Kim, ayeong (1997)’s internal and external control scale, cognitive emotional regulation strategy
scale (K-CERQ), and test anxiety inventory (Test Anxiety Inventory: TAI) as the measuring tool.
The research results are as follows. First, internal and external locus of control did not show a significant relation with test anxiety, and no correlation with other strategies besides rumination and catastrophizing related to maladaptive cognitive emotional regulation strategies.
On the other hand, internal and external locus of control showed significant static relation with adaptive cognitive
emotional regulation strategy. Test anxiety did not show a
significant correlation with adaptive cognitive emotional regulation strategy, however no significant static correlation with maladaptive emotional regulation strategy.
Second, while internal and external locus of control did not have a significant influence on anxiety factor, the subordinate factor of test anxiety, however displayed a significant tendency on emotional factor among the subordinate factors of test anxiety. Therefore, internal and external locus of control has a tendency to predict
emotion among the test anxiety, which implies that emotional aspect among test anxiety is inclined to decrease in the emotional aspect among test anxiety while internal sense of control appeared more.
Third, the influence of internal and external locus of control on test anxiety was significantly regulated. That is, test anxiety decreased when there’s more internal sense of control by well using adaptive cognitive emotional regulation strategy.
On the other hand, maladaptive cognitive emotional control strategy in the relation between the internal and external locus of control and test anxiety did not appear as the regulation factor between internal and external locus of control and test anxiety.
In conclusion, middle school students’ internal and external locus of control and cognitive emotional regulation strategy influenced test anxiety, and the negative influence of internal and external locus of control on test anxiety appeared relieved while adaptive cogn itive emotional regulation strategy was utilized more.

목차 (Table of Contents)

• 목 차
• Ⅰ 서론 ·······················································································1
• 1. 연구의 필요성 및 목적······························································ ·2
• 2. 이론적 배경 ·················································································5
• 1) 시험불안 ······················································································4
• 2) 내외통제소재와 시험불안 ························································9
• (1) 내외통제소재 ····································································9
• (2) 내외통제소재와 시험불안 ····················································11
• 3) 인지적 정서조절전략과 시험불안 ···········································13
• (1) 인지적 정서조절전략 ····························································13
• (2) 인지적 정서조절전략과 시험불안 ·······································18
• 3. 연구문제 ······················································································22
• 1) 연구문제 ····················································································22
• 2) 연구가설 ····················································································22
• 3) 연구모형 ·····················································································23
• Ⅱ 연구방법 ·····················································································24
• 1. 연구대상 ······················································································24
• 2. 측정도구 ·····················································································25
• 3. 연구절차 ····················································································29
• 4. 분석방법 ·····················································································30
• Ⅲ 결과 ·······················································································31
• 1. 주요 변인들의 기술 통계치 ·····················································31
• 2. 각 변인들 간의 상관관계 ·························································32
• 3. 측정모형 검증결과 ····································································34
• 4. 내외통제소재와 시험불안과의 관계에서 인지적 정서조절전략의조절효과 ···················································································35