우울, 친구관계, 학업 무기력 간의 관계에서 인지적 공감능력의 조절된 매개효과
The moderated mediating effects of cognitive empathy in the relations among depression, peer relationship, and academic helplessness
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본 연구는 청소년의 ‘우울’과 ‘학업 무기력’의 관계에서 ‘친구관계’의 매개효과와 ‘인지적 공감능력’의 조절된 매개효과를 살펴보고자 하는 목적으로 실행되었다. 이를 위해 KCYPS 2018의 4차 시점(2021년)에 조사된 고등학교 1학년 2,265명의 자료를 활용하여 조절된 매개효과(moderated-mediation) 분석을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 우울은 친구관계를 부적으로, 학업 무기력을 정적으로 예측하고, 친구관계는 학업 무기력을 부적으로 예측하는 것으로 확인되었다. 둘째, 친구관계는 우울과 학업 무기력의 관계를 통계적으로 유의하게 부분 매개하는 것으로 나타났다. 셋째, 우울이 친구관계에 미치는 직접효과, 친구관계를 통해 학업 무기력에 미치는 간접효과는 인지적 공감능력에 의해 조절되는 것으로 확인되었다. 즉, 우울이 학업 무기력에 미치는 부정적인 영향을 낮추는 데 있어 긍정적인 친구관계와 인지적 공감능력의 역할을 보여주었다. 종합하면, 본 연구의 결과는 우울이 높은 청소년들의 학업 무기력을 감소시키기 위해서는 개인적 측면인 정서 요인으로서 우울에 대한 개입 뿐만 아니라 사회적 측면인 긍정적인 또래관계 형성을 위한 개입이 필요하며, 더불어 타인의 감정에 공감하는 능력을 증진시키는 것이 중요함을 시사한다.
Abstract
The purpose of this study is to examine the mediating effects of ‘peer relationships’ and the moderated mediating effects of ‘cognitive empathy’ in the relation between ‘depression’ and ‘academic helplessness’ of adolescents. To this end, data from 2,265 first-year high school students surveyed at the 4th measurement point of KCYPS 2018 (year of 2021) were analyzed using Hayes’ model 7 for the moderated mediation. The main results are as follows. First, ‘depression’ negatively predicted ‘peer relationships’ but positively predicted ‘academic helplessness’, while ‘peer relationships’ negatively predicted ‘academic helplessness’. Second, ‘peer relationships’ were shown to partially mediate the relation between ‘depression’ and ‘academic helplessness’. Third, the direct effect of ‘depression’ on ‘peer relationships’ and the indirect effect of ‘depression’ on ‘academic helplessness’ through ‘peer relationships’ were moderated by ‘cognitive empathy’. Findings demonstrated that it would be important for adolescents to form positive peer relationships and especially to improve cognitive empathy, in order to lower the negative impact of depression on academic helplessness. This study suggests that in order to reduce academic helplessness of those adolescents with a high level of depression, interventions should be made to help them form positive peer relationships and improve cognitive empathy.
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