예비유아교사의 심리적 안녕감에 대한 자아탄력성 및 긍정적 착각의 구조적 관계: 4년제 일반대학교와 2, 3년제 전문대학교 비교 연구

Comparative Study of the Structural Relations Among Psychological Well-Being, Self-Resiliency and Positive Illusion Between Pre-Service Early Childhood Education Teachers in University-Level and in College-Level

본 연구의 목적은 일반대학교와 전문대학교 예비유아교사를 대상으로 하여 긍정적 착각 및 자아탄력성이 심리적 안녕감과 어떠한 관련성을 지니는가를 분석하고 이들 세 변인간 구조적 관련성이 학교 급별로 차이가 있는가를 분석하는 것이다. 연구대상은 예비유아교사 597명이며, 자아탄력성, 긍정적 착각 및 심리적 안녕감 척도를 사용하였다. 자료분석을 위해서는 구조방정식모형을 실시하였다. 예비유아교사의 자아탄력성 및 긍정적 착각의 심리적 안녕감에 대한 구조모형의 적합도 검증에서 자아탄력성이 심리적 안녕감에 직접적인 관련성을 보이며, 긍정적 착각은 자아탄력성을 매개로하여 간접효과만을 보였다. 일반대학교 및 전문대학교 예비 유아교사 간 이들 변인들의 구조적 관계에 있어서 동질성을 검증하기 위한 다중집단 불변성 검증에서 구조계수를 포함한 모든 제약모형에서 동일성이 나타나, 학교급별에 따라 자아탄력성과 긍정적 착각이 심리적 안녕감과 맺는 구조적 관계의 형태는 차이가 없는 것으로 나타났다. 본 연구의 결과는 예비유아교사의 심리적 안녕감 증진을 위한 정서중재 프로그램과 자아탄력성 및 긍정적 착각 고양을 위한 예비유아교사교육의 필요성을 시사한다.

The purpose of this study was to investigate the relationship between pre-service early childhood education teacher's positive illusion, self-resiliency, and psychological well-being. Multi-group invariance is also tested. A total of 597 pre-service early childhood education teachers participated in this study. Descriptive statistics, correlation analysis, and structural equation modeling were used for data analysis. In the analysis using all participants, the influence of the pre-service early childhood educator's self-resiliency on psychological well-being was significant. The same was the influence of the pre-service early childhood educator's positive illusion on self-resiliency. No significant effect of positive illusion on psychological well-being was found, but positive illusion has significant indirect effect via the sports confidence on the psychological well-being. Using multi-groups invariance test for pre-service early childhood education teachers in university-level and counterparts in collegelevel, no statistically significant differences were found among the hierarchical structural models from unconstrained model to measurement residual model. Therefore the structural relations among the positive illusion, self-resiliency, and psychological well-being were almost same between pre-service early childhood education teachers in university-level and counterparts in college-level, The results of pair-wise parameters comparison revealed that there was no statistically significant difference between the pre-service early childhood education teachers in university-level and counterparts in college-level in the magnitude of path coefficients from self-resiliency to psychological well-being. No difference were also found in the magnitudes of path coefficients for the influence of positive illusion on the psychological well-being as well as for the influence of positive illusion on self-resiliency. The results suggests the importance of emotion promotion programs for psychological well-being and teacher education programs for promoting self-resilience and positive illusion for pre-service early childhood education teachers.