부모애착과 또래애착이 고등학생의 학업중단의도에 미치는 영향

The Effects of Parental Attachment and Peer Attachment on the Academic Suspension Intention of High School Students: Mediating Effects of Cognitive Distortion and Emotional Intelligence

본 연구의 목적은 부모애착과 또래애착이 고등학생의 학업중단의도에 미치는 영향에서 인지왜곡과 정서지능의 매개효과를 검증하고자 하였다. 연구대상은 G 지역의 고등학생 580명을 대상으로 하였으며, 수집된 자료는 SPSS 23.0과 AMOS 23.0을 활용하여 구조모형을 검증하였으며, Sobel 검증을 통해 매개효과의 유의성을 살펴보았다. 분석결과, 부모애착은 학업중단의도와 인지왜곡에 각각 부적인 영향을 주었고, 정서지능에는 정적인 영향을 주는 것으로 나타났다. 또래애착은 인지왜곡에 부적인 영향을, 정서지능에는 정적인 영향을 주었다. 매개변인으로 설정한 인지왜곡은 부모애착과 학업중단의도 간의 관계에서 부분 매개효과를, 또래애착과 학업중단의도 간의 관계에서는 완전 매개효과를 나타냈다. 정서지능은 부모애착과 학업중단의도 간의 관계에서 부분 매개효과를, 또래애착과 학업중단의도의 관계에서는 완전 매개효과를 나타내었다. 이러한 결과는 학업중단의도에 대한 부모애착, 또래애착, 인지왜곡 및 정서지능의 영향력과 의미를 확인해 주는 것으로 해석되었다. 결과를 토대로, 고등학생의 학업중단 예방과 개입방안, 인지왜곡과 정서지능의 매개효과에 관한 함의, 제한점 등이 논의되었다.

The purpose of this study was to examine the mediating effects of cognitive distortion and emotional intelligence in the effects of parental attachment and peer attachment on the academic suspension intention of high school students. The subjects of research were 580 high school students in G area. SPSS 23.0 and AMOS 23.0 were used to verify the structural model with the collected data. Through the Sobel test, the significance of the mediating effect was examined. According to the analysis, parental attachment affected academic suspension intention and cognitive distortion negatively, but positively affected emotional intelligence. Peer attachment positively affected emotional intelligence and negatively affected parental attachment, academic suspension intention and cognitive distortion. Peer attachment had a negative effect on cognitive distortion and a positive effect on emotional intelligence. The mediating variable, cognitive distortion showed a partial mediating effect in the relationship between parental attachment and academic suspension intention, and a complete mediating effect in the relationship between peer attachment and academic suspension intention. Emotional intelligence showed a partial mediating effect in the relationship between parent attachment and academic suspension intention, and a complete mediating effect in the relationship between peer attachment and academic suspension intention. These results interpreted as confirming the influence and meaning of parental attachment, peer attachment, cognitive distortion, and emotional intelligence on academic suspension intention. Based on the results, prevention and intervention measures for high school students, implications and limitations on the mediating effects of cognitive distortion and emotional intelligence were discussed.