상향사회비교와 부정적 자기평가의 관계에서 정체성 발달과 학년의 조절효과: 대학생 표본을 중심으로
Identity Development and College Year Moderate the Relation Between Upward Social Comparison and Negative Self-Evaluation among College Students
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초록
본 연구의 목적은 대학생을 대상으로 상향사회비교와 부정적 자기평가의 관계를 정체성 발달과 학년이 조절하는지 확인하는 것이었다. 정체성 발달에 대한 이중순환모형을 바탕으로 정체성 발달을 측정했고, 상향사회비교 상황이 자기평가에 미치는 부정적 영향을 정체성 발달 변인 중 전념 변인들(전념 생성, 전념 동일시)이 조절할 것으로 예상했다. 더불어 뛰어난 대학생으로 묘사된 상향사회비교 대상에 대해 느끼는 지각된 성취 가능성의 차이를 근거로, 상향사회비교 여부와 정체성 발달의 상호작용이 저학년과 고학년에게서 다르게 나타날 것으로 예상했다. 가설을 검증하기 위해, 총 121명의 국내 4년제 대학교 재학생을 대상으로 온라인 설문을 진행했다. 참여자들은 정체성 발달을 측정하는 척도에 응답하고, 각각 상향사회비교 조건과 통제 조건에 무선 할당되었으며, 자기평가에 관한 문항 및 대학교 학년을 포함한 인구통계학적 특성을 묻는 문항에 응답했다. 분석 결과, 정체성 발달 변인 중 전념 생성 혹은 전념 동일시를 포함한 분석에서 상향사회비교 여부, 정체성 발달, 대학교 학년 간 유의한 삼원상호작용 효과가 관찰되었으며(전념 생성의 경우 경계선 상으로 유의), 저학년과 달리 고학년에서만 자기평가에 대해 상향사회비교 여부와 정체성 발달 변인의 이원상호작용 효과가 유의하게 나타났다. 즉, 전념 생성 혹은 전념 동일시가 낮은 고학년의 경우 상향사회비교 조건에서 통제 조건에 비해 자기평가가 유의하게 낮게 나타난 반면, 전념 생성이나 전념 동일시가 높은 고학년의 경우 상향사회비교 조건과 통제 조건에서 자기평가의 차이가 나타나지 않았다.
Abstract
The purpose of this study was to investigate the moderating role of identity development and college year in the relation between upward social comparison and negative self-evaluation among college students. Based on the dual-cycle model proposed by Luyckx et al. (2006, 2008), we hypothesized that commitment variables (commitment making and identification with commitment) would moderate the negative effect of upward social comparison on self-evaluation. Additionally, we expected that the interaction between upward social comparison and identity development would vary between lower-year and upper-year students due to differences in the perceived attainability of the target’s success. A total of 121 undergraduate students completed a measure of identity development, were randomly assigned to either the upward social comparison condition or control condition, completed a self-evaluation measure, and reported their college year. As a result, we found significant three-way interactions among upward social comparison, college year, and commitment variables (marginally significant for commitment making). Specifically, the significant interaction between upward social comparison and commitment variables was observed only among upper-year students. This indicated that upper-year students with high commitment making or identification with commitment did not differ in their self-evaluation regardless of a condition they were assigned to, while those with low commitment making or identification with commitment exhibited lower self-evaluation in upward social comparison condition than the control condition.
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