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대학생 학사경고자를 위한 동기강화 인지행동 집단상담 프로그램 개발 및 효과 검증

The Efficacy of MI-CBT Group Therapy for College Students under Academic Probation

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초록

본 연구의 목적은 대학생 학사경고자를 대상으로 동기강화상담(Motivational Interviewing; MI)과 인지행동치료(Cognitive Behavioral Therapy; CBT)를 접목한 집단상담프로그램을 개발하여 프로그램의 효과성을 검증하는 것이다. 프로그램의 효과를 검증하기 전 선행연구와 요구조사를 통해 프로그램의 구성개념과 주요 이론을 도출하여 MI와 CBT를 통합한 집단상담 프로그램을 개발하였다. 이후 개발된 프로그램의 효과를 검증하기 위하여 유사실험설계로서 피험자내 디자인인 단순시계열 설계를 적용하여 대상 학생의 프로그램 사전, 사후, 추수(7주 뒤)의 변화를 측정, 양적인 효과를 평가하였다. 또한 양적 연구 결과를 보충하기 위해 질적 자료로서 프로그램 소감문을 작성할 수 있도록 하였다. 연구대상자는 국내 소재한 H대학에서 2015년 2학기까지 학사경고를 2회 받아 해당 학교 내 학사경고 집단상담 프로그램에 의무 참석해야 하는 학생들 중 프로그램 참여에 동의한 31명이었다. 프로그램은 총 6회기로 참여자들은 6개 집단에 무선 배정되어 5∼8명의 집단원과 1명의 리더로 구성된 폐쇄형 구조화 집단으로 진행되었다. 자료 분석은 기술통계, 교차분석, 반복측정 ANONA, t-test를 활용하였다. 분석 결과, 대학생 학사경고자를 대상으로 개발된 동기강화 인지행동 집단상담 프로그램은 학사경고자의 자기결정성 학업 동기 수준과 학업생활 변화 준비도 수준, 시험불안에 대한 문제중심적 대처 수준을 향상시키는 데 유의미한 영향을 미치는 것을 확인할 수 있었다. 마지막으로, 본 연구의 함의점과 제한점을 제시하였다.

Abstract

Based on previous research findings, it has been indicated that intrinsic motivation is a key element in learning and getting high academic achievement at school. Yet, existing counseling programs for students under academic probation in Korea employ compulsory means, which rather make the subjects more resistant to changes of academic behaviors. Motivational Interviewing(MI) directly addresses this resistance and focuses on students’ inherent resources for learning. Problem-Focused Therapy, one of the Cognitive-Behavioral Therapies, deals with problem-focused coping for test anxiety. Thus, this study aims to verify the effects of MI-CBT group therapy for students under academic probation. To test the effects of the therapy, the research was conducted to the 31 students under academic probation in the college located in ‘P’ city, in Korea. The results of this study showed that the students' academic motivation, problem focused test anxiety coping abilities and readiness for change improved after completing 6 sessions of group therapy. These findings suggest that MI-CBT enhances students' academic motivation, problem focused coping for test anxiety, as well as readiness for change and it leads to 26% higher academic achievement rate than before.

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