고등학생의 학업스트레스가 심리적 안녕감에 미치는 영향과 자기효능감, 학업소진, 사회적지지 다중매개 분석

Multiple Parameters Analysis of Self-Efficacy, Academic Exhaustion, Social Support in the Effect of High School Students' Academic Stress on Psychological Well-Being

목적 본 연구의 목적은 고등학생의 학업스트레스가 심리적 안녕감에 미치는 영향과 자기효능감, 학업소진, 사회적지지를 거쳐 심리적 안녕감에 미치는 다중적 영향 관계를 검증하는 데 있다. 방법 연구대상 및 자료수집은 B시 인문계 고등학교 1, 2, 3학년을 대상으로 설문지를 배부한 후 직접 기입하고, 총 630부 중 612부를 회수하여 593부를 최종 분석하였다. 측정 도구는 학업스트레스, 심리적 안녕감, 자기효능감, 학업소진, 사회적지지 척도를 사용하였으며, 통계분석은 Process Macro V3.5, SPSS 24.0을 이용하여 단일, 이중 및 다중 매개효과를 검증하였다. 결과 첫째, 학업스트레스는 심리적 안녕감 간에 직, 간접적 영향과 자기효능감, 학업소진, 사회적지지의 단일 매개효과를 분석한 결과, 부분 매개효과가 나타났다. 둘째, 학업스트레스와 심리적 안녕감 간의 자기효능감과 사회적지지, 학업소진과 사회적지지, 자기효능감과 학업소진의 이중 매개효과를 분석한 결과, 두 변수 간 심리적 안녕감을 높이는 부분 매개효과가 나타났다. 셋째, 학업스트레스와 심리적 안녕감 간에 자기효능감, 학업소진, 사회적지지의 다중매개를 분석한 결과, 두 변수 사이에 순차적 다중매개 효과가 나타났다. 결론 본 연구는 두 변수 간의 단일, 이중, 다중매개 역할을 통합적으로 검증하여 기존연구와 차별성이 있으며, 다중매개 효과를 통해 복합적이고 다각적인 측면을 고려한 변수 역할이 청소년의 심리적 안녕감에 중요함을 밝혔다는데 큰 의의가 있다.

Objectives The purposes of this study is to verify the effect of academic stress on psychological well-being in high school students. In addition, the multiple effects of academic stress on psychological well-being through self-efficacy, academic exhaustion, and social support. Methods The subjects of this study and data collection was high schools students from 1st to 3rd grade in B city, conducted after distributing the questionnaire to high school students. Of the total 630 copies, 612 copies were retrieved, 593 copies excluding 19 copies were finally analyzed. As the measuring tools, academic stress, psychological well-being, self-efficacy, academic exhaustion, and social support scales were used. As for the statistical analysis, Process Macro V3.5, SPSS 24.0, and AMOS were used to verify single, double, and multi-mediated effects. Results The main analysis results are as follows. First, it was found that academic stress had a direct and indirect effect on psychological well-being. As a result of analyzing the single mediators of self-efficacy, academic exhaustion, and social support between the two variables, a partial mediating effect was found. Second, as a result of analyzing the double mediating effects of self-efficacy and social support, academic exhaustion and social support, self-efficacy and academic exhaustion, in the effect of relationship between academic stress and psychological well-being, there was a partial mediating effect of increasing psychological well-being between the two variables. Third, as a result of analyzing the multiple mediators of self-efficacy, academic exhaustion, and social support in the effect of academic stress on psychological well-being, a sequential multi-mediating functions appeared between the two variables. Conclusions This study shows the difference from previous studies, that it examines the single, double, and multiple mediation between two variables as an integrated model. It proved the usefulness of increasing psychological well-being through the multi-mediated effect. In particular, it is of great significance in that it revealed the importance of the role of variables, considering complex and diverse aspects, regarding the psychological well-being of adolescent.