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중학생의 영역 특정적 자기 통제 능력

A Good Student but not a Good Friend: Domain-Specific Self-Control in Middle School Students

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한국심리학회 산하 한국발달심리학회 (The Korean Society For Developmental Psychology)|2016.09|한국심리학회지: 발달 (THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY)|제29권 제3호|pp. 31-51

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키워드

anger분노self-controlachievement영역 특수성domain-specificity학업 성취class engagementpeer conflict또래 갈등자기 통제 능력학교 생활 참여
주제분류심리과학

초록

본 연구는 1년간의 종단연구를 통하여 청소년의 자기 통제 능력과 영역 특수성과의 관계에 대하여 탐구하였다. 선행연구를 토대로 중학생들의 자기 통제 능력은 학습과 대인관계 영역으로 나뉘고, 학습 관련 통제 능력은 학업성취, 대인관계 통제 능력은 교우관계와 정적 상관관계가 있을 것으로 예측하였다. 1년간의 종단연구 기간 동안, 학기 초에 교사들은 학생들의 학습 관련 자기 통제 능력과 대인관계 자기 통제 능력을 측정하였다. 확인적 요인분석을 통해 자기 통제 능력은 학습관련과 대인관계 관련으로 구성되어 있음을 검증하였다. 또한 학습관련 통제 능력은 학기말 성적, 대인관계 통제 능력은 학기말 또래 간의 갈등과 상관관계가 있는 것으로 나타났다. 매개 분석에 의하면, 학습관련 통제 능력이 높은 학생들은 적극적으로 학교생활에 참여하였고, 그 결과 학업성취가 높은 것으로 나타났다. 반면에, 대인관계 통제 능력이 높은 학생들은 분노표출이 낮았고, 그 결과 또래 갈등이 낮게 나타났다. 결론적으로, 본 연구는 영역 특수성을 지닌 자기 통제 능력이 학생들의 감정, 동기, 사회성, 학업과 깊은 관련이 있다는 점을 시사한다.

Abstract

A year-long longitudinal study explored how self-control varies by domain in middle-school students. The current study confirms that self-control can be separated into schoolwork and interpersonal self-control domains and that each domain predicts theoretically relevant academic and social outcomes. At the beginning of the school year, teachers rated their students on behaviors that exemplified self-control in schoolwork and interpersonal contexts. Confirmatory factor analyses supported a two-factor domain-specific self-control model. Self-control in schoolwork predicted more active class engagement, which in turn increased academic achievement at the end of the school year. Interpersonal self-control predicted less anger, which thereby reduced peer conflict at the end of the school year. Collectively, the current findings empirically support the domain specificity of self-control and reveal its impact on affective, motivational, social, and academic outcomes. Implications for future self-control intervention studies are discussed.

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