중학생의 정서조절전략과 또래관계 질의 관계에서 공감의 매개효과

다국어 초록 (Multilingual Abstract)

The Mediating Effects of Empathy on the relationships between Adolescent's Emotion Regulation Strategies and the Quality of Their Peer relationships

This study was conducted to investigate emotion regulation strategies in junior high school students and the quality of their peer relationships and to verify the mediating effects of empathy in that quality of their peer relationships.
To this end, a survey was conducted of 309 junior high school boys and girls in Seoul. To measure the emotional regulation strategies in junior high school students, a translated and modified (Han Sun-hwa and Hyeon On-gang, 2006) scale of the ERQ (Emotion Regulation Questionnaire) (Gross and John, 2003) was used. To measure an empathic ability in junior high school students, a translated, modified questionnaire (Park Sung-hee, 1997) was used, which was translated and modified of Davis’s (1980) IRI (Interpersonal Reactivity Index) and Bryant’s (1982) IECA (Index of Empathy for Children and Adolescents). To measure the quality of peer relationships in junior high school students, a translated, modified, and supplemented scale (Kim Jin-gyeong and Yu An-jin, 2002) of Furman and Buhrnester’s (1985) NRI (Network of Relationship Inventory) was used.
For collected data, the mean and standard deviation were calculated using the SPSS 22.0 statistics program. To analyze the correlation between respective variables, the Pearson correlation coefficient was calculated. To verify the mediating effects of empathy regarding the emotion regulation strategy and the quality of peer relationships in adolescents, the 3-step mediated regression analysis proposed by Baron & Kenny(1986) and the Sobel test were conducted.
The results of this study are as follows:.
First, the analysis of emotion regulation strategies on empathy in junior high school students found that emotion regulation strategies have a static effect on empathy. This suggests that the more cognitive reappraisal strategies, adaptive cognitive emotion regulation strategies, are used, the higher empathy becomes and that the more emotional expressive suppression strategies are used, the lower empathy is.
Second, the analysis of emotion regulation strategies on peer relation quality in junior high school students showed that emotion regulation strategies have a significant static influence on the quality of peer relationship quality. This means that more use of cognitive reappraisal strategies, adaptive cognitive emotion regulation strategies, has a positive impact on the quality of peer relationships.
Third, the effects of the analysis of empathy on the quality of peer relationships in junior high school students revealed that empathy has a significant static impact on the quality of peer relationships. This means that the higher the empathic ability is, the higher the quality of peer relationships is.
Fourth, regarding emotional regulation strategies and the quality of peer relationships in middle school students, empathy was found to have a partial mediating effect. The results show that the more cognitive reappraisal strategies, adaptive cognitive emotion regulation strategies, are used, the higher the empathic ability becomes and the higher the quality of peer relationships becomes. This demonstrated that adaptive emotion regulation strategies and empathy in junior high school students affect the quality of their peer relationships.
The findings of this study revealed that the relationship between emotion regulation strategies, quality of peer relationships, and empathy is significant. In addition, this study verified that in the quality of peer relationships in junior high school students, emotion regulation strategies are critical and empathy, a parameter variable, partially plays a mediating role.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• Ⅱ. 이론적 배경 7
• 1. 정서조절전략 7
• 2. 공감 13
• 3. 또래관계 질 16
• 4. 정서조절전략과 또래관계 질, 공감의 관계 18
• Ⅲ. 연구방법 25
• 1. 연구대상 25
• 2. 연구모형 26
• 3. 측정도구 27
• 4. 연구절차 31
• 5. 자료 분석 방법 31
• Ⅳ. 연구결과 34
• 1. 주요 변인에 대한 기술통계량 34
• 2. 중학생의 정서조절전략, 공감, 또래관계 질의 상관분석 36
• 3. 중학생의 정서조절전략과 또래관계 질의 관계에서 공감의 매개효과 분석 36
• Ⅴ. 결론 및 논의 40
• 1. 결론 40
• 2. 제한점 및 제언 42
• 참고문헌 43
• 부록 58
• 부록1. 연구대상자 배경정보 59
• 부록2. 또래관계 질 척도 60
• 부록3. 공감능력 62
• 부록4. 정서조절전략 척도 64
• ABSTRACT 65