고등학생의 사회비교와 학업지속노력과의 구조적 관계: 정서반응, 자아존중감, 학업만족 및 상대적 박탈감의 매개효과
Social Comparison of High School Students and their Structural Relationship to Continuous Academic Efforts: Emotional Response, Self-Respect, Academic Satisfaction, and Mediating Effects of Relative Deprivation
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초록
본 연구의 목적은 사회비교가 학업지속노력에 미치는 영향이 정서반응, 자아존중감, 학업만족 및 상대적 박탈감에 따라 어떻게 달라지는지를 분석하였다. 본 연구의 설문에 참여한 B지역의 394명 고등학생 자료를 이용하여 SPSS, AMOS 18.0에 의하여 매개효과를 검정한 결과는 다음과 같다. 첫째, 학생들이 자신보다 우월한 타인과의 능력비교를 많이 할수록 우울, 부러움, 분노 등의 부정정서 경험이 증가하여 자아존중감이 하락하였다. 이 영향은 긍정매개 변수인 학업만족감을 향상시키고 학업지속노력에 긍정적 영향을 주었으나 부정매개 변수인 상대적 박탈감을 증가시키고, 학업지속노력에 부정적 영향이 나타났다. 둘째, 학생들이 자신보다 우월한 타인과 의견비교를 많이 할수록 낙관, 고무, 감탄 등의 긍정정서 경험이 증가되어 자아존중감이 상승하였다. 이 영향은 학업만족감을 상승시켜 학업지속노력이 증가되었고 상대적 박탈감을 억제시켜 학업지속을 증가시켰다. 이러한 결과는 고등학생들이 학업노력을 지속하는데 있어서 능력비교와 의견비교에 따른 정서반응에 차이가 있으며 자아존중감, 학업만족감 및 상대적 박탈감이 중요한 매개요인임을 밝혔다.
Abstract
The purpose of this study was to analyze how the impact of social comparison on continuous academic efforts depends on emotional response, self-respect, academic satisfaction, and relative deprivation. The results of testing the mediated effects in accordance with SPSS and AMOS 18.0 using data from 394 high school students in B region participating in this study are as follows. First, the more students compare their abilities with others who are superior to them, the more negative experiences such as depression, envy, and anger increased, and self-respect decreased. This effect improved academic satisfaction, a positive parameter, and positively affected academic continuity efforts. It also increased the relative deprivation, a negative parameter, and had a negative impact on continuous academic efforts. Second, the more students compare opinions with others who are superior to them, the more positive emotional experiences such as optimism, inspiration, and admiration increased, raising self-respect. This effect increased academic satisfaction, increasing academic continuity efforts, and suppressing relative deprivation, increasing academic continuity. These results revealed that there are differences in emotional responses based on ability comparison and opinion comparison in continuing high school students' academic efforts, and self-respect, academic satisfaction, and relative deprivation are important factors.
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