중학생의 스트레스와 우울의 관계에서 교사관계의 조절효과
Moderating Effect of Teacher Relationships on the Relationship Between Stress and Depression in Middle School Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
본 연구는 중학생의 스트레스가 우울에 미치는 영향에서 교사관계의 조절효과를 검증하는 데 연구의 목적이 있다. 자료는 서울특별시와 충청도에 소재한 20개의 학교에서 유의표집을 통하여 선정하였고, 이중 중학생 402명으로부터 설문조사를 통하여 수집하였다. 수집된 자료는 SPSS PC+ Win ver. 25.0과 SPSS PROCESS macro ver. 4.2를 활용하여 분석하였으며, 연구 결과는 다음과 같다. 첫째, 차이 검정 결과 우울은 성별, 학업 성취 수준에 따라 유의미한 차이를 보였으나, 학년에 따라서는 유의한 차이를 보이지 않았다. 둘째, 주요 변인들 간 상관분석을 실시한 결과 스트레스와 교사관계, 교사관계와 우울 간에는 부적인 상관관계가 있었고, 스트레스와 우울 간에는 정적인 상관관계가 있었다. 셋째, 스트레스와 우울의 관계에서 교사관계의 조절효과를 검증한 결과, 교사관계는 스트레스와 우울의 관계를 조절하였다. 이와 같은 연구결과를 바탕으로 중학생의 우울을 낮추기 위한 방안을 논의하였다.
Abstract
The purpose of this study is to verify the moderating effect of teacher relationships on the relationship between stress and depression in middle school students. Data were collected through a survey of 402 middle school students selected using purposive sampling from 20 schools located in Seoul and Chungcheong Province. The collected data were analyzed using SPSS PC+ Win ver. 25.0 and SPSS PROCESS macro ver. 4.2, and the research findings are as follows. First, the difference test showed that depression significantly differed based on gender and academic achievement level, but no significant differences were found based on grade level. Second, correlation analysis among the key variables indicated a negative correlation between stress and teacher relationships, as well as between teacher relationships and depression, while a positive correlation was found between stress and depression. Third, the analysis of the moderating effect of teacher relationships on the relationship between stress and depression confirmed that teacher relationships moderate this relationship. Specifically, stronger teacher relationships were associated with a weaker link between stress and depression, suggesting that positive teacher relationships can mitigate the adverse effects of stress on depression in middle school students. Based on these findings, strategies to reduce depression in middle school students by strengthening teacher relationships were discussed.
참고문헌 (24)
- Yoon, M. S., "Differences in social-emotional functioning according to subtypes of social withdrawal in adolescents", Journal of Youth Studies, 22(9), pp.301~326 (2015)
- Kim, J. H., "The effect of academic stress on school adjustment among adolescents : The mediating effect of stress coping", Korean Journal of Youth Studies, 25(4), pp.241~269 (2014)
- Park, Y. S., "The happiness of Korean adolescents : The influence of psychological, relational, economic resources and academic achievement", Korean Journal of Psychology : Social Issues, 15(3), pp.399~429 (2009)
- Cohen, S., "Stress, social support, and the buffering hypothesis", Psychological Bulletin, 98(2), pp.310~357 (1985)
- Son, S. K., "The effect of social support in youth activities on community sense through participation frequency, attitude, and achievement expectations : A multi-group analysis by school level", Korean Journal of Youth Studies, 33(3), pp.77~102 (2022)
- Hughes, J. N., "Influence of teacher-student relationships on childhood and adolescent adjustment", Educational Psychologist, 37(1), pp.111~129 (2012)
- Yoo, B. Y., "Structural relationship of adolescent stress, self-esteem, depression, and happiness", Korean Journal of Wellness, 16(4), pp.195~200 (2021)
- So, S. Y., "A qualitative study on adolescent anxiety-depression experiences and recovery processes", Journal of Youth Counseling, 29(1), pp.1~26 (2021)
- Lee, H. J., "The dual mediation effect of peer relationships and teacher relationships on life satisfaction in adolescents : Focusing on grit", Gifted Education and Gifted Education Research, 20(4), pp.35~56 (2021)
- Lee, B. I., "The longitudinal relationship between perceived parental and teacher autonomy support and well-being and academic enthusiasm in adolescents", Educational Psychology Research, 37(1), pp.29~54 (2023)
- Kwon, S. Y., "Structural relationship analysis of adolescent parental support, teacher relationships, peer relationships, self-concept, and mental health", Korean and International Society, 8(5), pp.651~678 (2024)
- Ryu, E. H., "The impact of individual, socioeconomic, and regional characteristics on stress and depression : Focusing on the 2020 Community Health Survey", Journal of Urban Administration, 36(1), pp.147~163 (2023)
- Freud, S., "The Standard Edition of the Complete Psychological Works of Sigmund Freud, Volume XIV", pp.243~258 (1917)
- Beck, A. T., "Cognitive models of depression", Journal of Cognitive Psychotherapy, 1(1), pp.5~37 (1987)
- Lewinsohn, P. M., "The psychology of depression: Contemporary theory and research", pp.157~178 (1974), Wiley
- Seligman, M. E. P., "Helplessness: On depression, development, and death" (1975), Freeman
- Kendler, K. S., "The lifetime history of major depression in women : Reliability of diagnosis and heritability", Archives of General Psychiatry, 50(11), pp.863~870 (1993)
- Lazarus, R. S., "Stress, appraisal, and coping" (1984), Springer
- Jang, Y. J., "Structural relationship analysis of learner-teacher interaction, cooperative learning, academic challenge, and cognitive learning expectations in online classes", Journal of Educational Technology, 38(4), pp.1255~1289 (2022)
- Kim, A. Y., "Study on standardization of the academic motivation scale", Educational Evaluation Research, 15(1), pp.157~184 (2002)
- Bae, Y. J, "The construction and validation of the Children's Depression Scale", Master, pp.2009
- Yang, H. K, "The impact of personal, environmental, and media-related factors on smartphone addiction in elementary school students", Master, pp.2014
- Mo, H. S., "The developmental trajectory of cooperative ability in middle school students and its concurrent and delayed effects on parenting attitudes, peer relationships, and teacher relationships", Journal of Teacher Education, 38(6), pp.393~412 (2022)
- Choi, I. S., "The impact of adolescents' subjective health status on happiness : The mediating effect of depression", Journal of Korean Local Government and Administration Studies, 35(2), pp.257~275 (2021)