유아교사의 마인드셋과 주관적 경력성공의 관계에서 긍정심리자본의 다중매개효과

The Relationship between mindset and subjective career success in early childhood teachers: testing a parallel multiple mediator model of positive psychological capital

본 연구는 유아교사의 마인드셋, 주관적 경력성공, 긍정심리자본를 살펴보고, 성장마인드셋과 고정마인드셋이 주관적 경력성공에 미치는 영향을 긍정심리자본의 다양한 변인이 매개하는지를 병렬다중매개효과를 통해 검증하였다. 유아교사 234명을 대상으로 설문조사를 실시한 뒤, Hayes(2013)의 PROCESS macro의 병렬다중매개모형 검증방법(Model 4번)을 사용하여 분석하였다. 유아교사의 성장마인드셋은 높은 수준이었으며 고정마인드셋은 낮은 수준이었다. 유아교사의 긍정심리자본은 희망, 낙관성, 회복력, 자기효능감의 순으로 나타났으며 주관적 경력성공은 보통수준으로 나타났다. 유아교사의 성장마인드셋은 긍정심리자본, 주관적 경력성공과 유의미한 수준에서 정적 상관이 있었으며 고정마인드셋은 긍정심리자본, 주관적 경력성공과 유의미한 수준에서 부적 상관이 있었다. 유아교사의 성장마인드셋과 주관적 경력성공의 관계에서 자기효능감, 낙관성, 희망, 회복력의 병렬다중매개효과를 살펴본 결과에 따르면, 성장마인드셋과 주관적 경력성공 간의 관계는 자기효능감, 낙관성, 희망이 유의한 수준에서 다중매개 하는 것으로 나타났다. 고정마인드셋과 주관적 경력성공 간의 관계는 자기효능감, 낙관성, 희망이 유의한 수준에서 다중매개 하는 것으로 나타났다.

The purpose of this study was to examine the relationships between growth mindset, fixed mindset and positive psychological capital, and verified through parallel multiple matchmaking effect whether various variables of positive psychology capital mediated the impact of growth mind set and fixed mind set on subjective career success. Participants were 234 early childhood teachers, and they completed online self-report surveys. This study was analyzed using the parallel multi-media model verification method (Model 4) of the PROCESS macro in Hayes (2013). The growth mind set for early childhood teachers was high and the fixed mind set was low. The positive psychology capital of early childhood teachers was shown in the order of hope, optimism, resilience and self-efficacy, and subjective career success was found to be average. The growth mind set of early childhood teachers was static at a significant level with positive psychology capital, subjective career success, and fixed mindset was malleable at a significant level with positive psychology capital and subjective career success. According to a study of the parallel multiplayer effects of self-efficacy, optimism, hope and resilience in the relationship between the growth mind set of early childhood teachers and subjective career success, the relationship between growth mind set and subjective career success was found to be complex at a significant level of self-efficacy, optimism and hope. The relationship between fixed mindset and subjective career success has been shown to be complex at a level where self-efficacy, optimism and hope are significant.