학교 유대감 형성을 위한 감사의 기능
The functions of gratitude for building school connectedness
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학교 유대감은 학교 사랑, 학교에 대한 소속감, 교사와의 긍정적인 관계, 학교 활동에의 적극적인 참여 등을 포괄하는 가운데 학생들의 긍정적인 발달 결과를 예측하고, 부정적인 문제 행동을 예방하는 보호 요인으로 각광을 받고 있다. 한편, 감사 개입은 학생들의 학교생활에 대한 만족도를 증가시켜 주는 데에도 매우 효과적인 것으로 밝혀졌다. 학교생활에 대한 불만과 부적응을 보이는 학생들이 증가하고 있는 현 상황에서, 학생들의 감사 성향을 함양하는 일은 학교에 대한 학생들의 부정적인 인식과 평가를 완화하고, 학생들의 학교 유대감을 증진하는 매우 효과적이고 실용적인 개입이 될 수 있다. 하지만, 감사가 학교 유대감을 어떻게 증진할 수 있는지에 대한 명확한 이론적 원리는 아직 불분명하다. 이에 이 논문에서는 인간의 기본적 욕구 이론, 긍정 정서의 확장 및 축적 이론, 도덕 정서로서의 고양에 관한 이론을 토대로 하여, 감사가 학교 유대감을 증진하는데 어떻게 기여할 수 있는지에 대한 이론적 설명 기제를 제공하였다.
Abstract
In general, school connectedness includes love for school, a sense of belonging at school, positive relationships with teachers and peers, and active involvement in school activities. It is an important protective factor that predicts positive developmental outcomes and less negative problem behaviors. Nowadays, researches have demonstrated that gratitude interventions in schools may be considerably effective in improving students' satisfaction with school. Considering recent trends that students who have disaffection with school are increasing, cultivating and inducing gratitude in students may be a viable intervention for mitigating negative appraisals of schools and promoting school connectedness. However, a theoretical rationale for explaining a relationship between gratitude and school connectedness is not obvious so far. In this article, I provided a mechanism of theoretical explanation for the relationship between gratitude and school connectedness with three propositions that are based on the theories of fundamental human needs, broaden-and-build theory of positive emotions, and elevation as a positive moral emotion. I make the case for the unique role of gratitude in fostering positive relationships with teachers and peer students in school.
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