무용전공 대학생의 전공만족도와 교수-학생상호작용이 대학생활적응에 미치는 영향

도정님 한국무용과학회 2017 한국무용과학회지 Vol.34 No.4

본 연구는 무용학과에 재학 중인 대학생의 전공만족도와 교수-학생상호작용이 대학생활적응에 미치는 영향에 대한 연구로 수도권지역 4년제 대학에 재학 중인 무용전공자 345명을 연구대상으로 설문지를 회수하여 연구에 적합하지 않거나 응답이 불성실하다 판단되는 27부를 제외한 318부가 자료 분석을 하였다. 연구의 목적 달성을 위해 전공만족도, 교수-학생상호작용, 대학생활적응의 3가지 변인으로 전공만족도는 일반만족, 인식만족, 교과만족, 관계만족을 하위요인으로, 교수-학생상호작용은 신뢰도와 친밀감을 하위요인으로, 대학생활적응은 개인·정서적 적응, 학업적 적응, 사회적 적응, 학교환경적 적응을 하위요인으로 총 40문항의 설문지를 작성하였다. 분석방법으로는 IBM SPSS Statistics 24.0 통계프로그램을 이용하여 전공만족도, 교수-학생상호작용, 대학생활적응간의 관계를 위한 상관분석, 전공만족도와 교수-학생상호작용의 하위요인별 대학생활에 미치는 영향력과 전공만족도, 교수-학생상호작용이 대학생활적응에 미치는 영향력을 분석하기 위해 중다회귀분석을 사용하였다. 결론은 다음과 같다첫째, 전공만족도, 대학생활적응간의 상관관계는 유의미한 부적 상관관계를 나타냈다. 전공만족도의 하위요인인 관계만족과 대학생활적응의 하위요인인 학업적 적응은 낮은 정적 상관관계를 나타냈지만 통계적으로 유의미한 상관관계는 없는 것으로 나타났다. 둘째, 전공만족도의 네 하위요인과 대학생활적응간에는 교과만족이 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 전공만족도의 네 하위요인과 대학생활적응 하위요인별 간에는 사회적 적응과 대학환경적 적응에 통계적으로 유의미한 영향을 미치는 것으로 나타났으며, 대학생활적응에 대해 대학환경적 적응과 교과만족이 가장 높은 설명력을 보였다. 셋째, 교수-학생상호작용의 두 하위요인과 대학생활적응간에는 신뢰감이 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 교수-학생상호작용의 두 하위요인과 대학생활적응 하위요인별 간에는 대학환경적 적응이 통계적으로 유의미한 영향을 미치는 것으로 나타났으며 대학생활적응에 대해 대학환경적 적응과 신뢰감이 가장 높은 설명력을 보였다. 넷째, 전공만족의 총점은 대학생활적응에 통계적으로 유의미한 영향을 미치는 것으로 나타났으나 교수-학생상호작용은 유의미한 영향을 미치지 못하는 것으로 나타났다. 이상의 결론은 무용학과 대학생들의 전공만족도와 교수-학생상호작용의 하위 요인별에 따라 부분적으로 대학생활적응에 크게 영향을 미친다고 할 수 있다. 무용학과 학생들의 대학생활 적응력을 높이기 위해서는 전공에 대한 만족스러운 교과과정이 제공되어야 하며 교수는 학생들이 신뢰할 수 있는 인격과 자질, 실력을 겸비해야한다고 사료된다. The purpose of this study was to investigate the effect of dance major students' major satisfaction and faculty-student interaction on adjustment to school life. The questionnaire was distributed to 345 students major in Dance in universities located at capital area selected. 27 unreliable responses were excluded and 318 remained were collected for the analysis. Questionnaire was designed to have forty questions regarding three variables such as satisfaction with major, Faculty-student interaction, and adjustment to school life. Sub-factors of satisfaction with major are General satisfaction, recognition satisfaction, Curriculum satisfaction, and Relationship satisfaction. Sub-factors of Faculty-student interaction are reliability and intimacy. Sub-factors of adjustment of school life are affective reaction, major adjustment, social adjustment, and adjustment to school environment. Correlation analysis with IBM SPSS Statistics 24.0 was conducted to find an association among satisfaction with major, Faculty-student interaction, and adjustment to school life. Multiple regression analysis was conducted to analyze the influence of satisfaction with major and sub-factors of Faculty-student interaction with its sub-factors on adjustment to school life. Detailed results are presented below. 1. The results showed that satisfaction with major had a significant negative correlation with adjustment to school life. relationship satisfaction, a sub-factor of satisfaction with major had a low positive correlation with major adjustment, a sub-factor of adjustment to school life, but it was shown that there was no statistic significant correlation between them. 2. Among four sub-factors of satisfaction with major and adjustment to school life, only Curriculum satisfaction had a significant correlation statistically. social adjustment and adjustment to school environment had a significant correlation statistically when comparing four sub-factors of satisfaction with major and four sub-factors of adjustment to school life. 3. Sub-factors of Faculty-student interaction had a significant correlation statistically with adjustment to school life. Sub-factors of Faculty-student interaction had a significant correlation statistically with adjustment to school environment. 4. Overall score of satisfaction with major had a significant influence statistically on adjustment to school life. but Faculty-student interaction has no significant influence. In conclusion, major satisfaction of the students influence on the adjustment to school life partially but strongly depending on sub-factors of Faculty-student interaction. In order to enhance the adaptability of school life, appropriate and satisfactory curriculum should be provided and the faculties should be personable, well qualified and competent to build trust with students.

무용전공 대학생의 전공만족도와 교수-학생상호작용이 대학생활적응에 미치는 영향

도정임 ( Do Jung-nim ) 한국무용과학회 2017 한국무용과학회지 Vol.34 No.4

본 연구는 무용학과에 재학 중인 대학생의 전공만족도와 교수-학생상호작용이 대학생활적응에 미치는 영향에 대한 연구로 수도권지역 4년제 대학에 재학 중인 무용전공자 345명을 연구대상으로 설문지를 회수하여 연구에 적합하지 않거나 응답이 불성실하다 판단되는 27부를 제외한 318부가 자료 분석을 하였다. 연구의 목적 달성을 위해 전공만족도, 교수-학생상호작용, 대학생활적응의 3가지 변인으로 전공만족도는 일반만족, 인식만족, 교과만족, 관계만족을 하위요인으로, 교수-학생상호작용은 신뢰도와 친밀감을 하위요인으로, 대학생활적응은 개인·정서적 적응, 학업적 적응, 사회적 적응, 학교환경적 적응을 하위요인으로 총 40문항의 설문지를 작성하였다. 분석방법으로는 IBM SPSS Statistics 24.0 통계프로그램을 이용하여 전공만족도, 교수-학생상호작용, 대학생활적응간의 관계를 위한 상관분석, 전공만족도와 교수-학생상호작용의 하위요인별 대학생활에 미치는 영향력과 전공만족도, 교수-학생상호작용이 대학생활적응에 미치는 영향력을 분석하기 위해 중다회귀분석을 사용하였다. 결론은 다음과 같다. 첫째, 전공만족도, 대학생활적응간의 상관관계는 유의미한 부적 상관관계를 나타냈다. 전공만족도의 하위요인인 관계만족과 대학생활적응의 하위요인인 학업적 적응은 낮은 정적 상관관계를 나타냈지만 통계적으로 유의미한 상관관계는 없는 것으로 나타났다. 둘째, 전공만족도의 네 하위요인과 대학생활적응간에는 교과만족이 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 전공만족도의 네 하위요인과 대학생활적응 하위요인별 간에는 사회적 적응과 대학환경적 적응에 통계적으로 유의미한 영향을 미치는 것으로 나타났으며, 대학생활적응에 대해 대학환경적 적응과 교과만족이 가장 높은 설명력을 보였다. 셋째, 교수-학생상호작용의 두 하위요인과 대학생활적응간에는 신뢰감이 통계적으로 유의미한 영향을 미치는 것으로 나타났다. 교수-학생상호작용의 두 하위요인과 대학생활적응 하위요인별 간에는 대학환경적 적응이 통계적으로 유의미한 영향을 미치는 것으로 나타났으며 대학생활적응에 대해 대학환경적 적응과 신뢰감이 가장 높은 설명력을 보였다. 넷째, 전공만족의 총점은 대학생활적응에 통계적으로 유의미한 영향을 미치는 것으로 나타났으나 교수-학생상호작용은 유의미한 영향을 미치지 못하는 것으로 나타났다. 이상의 결론은 무용학과 대학생들의 전공만족도와 교수-학생상호작용의 하위 요인별에 따라 부분적으로 대학생활적응에 크게 영향을 미친다고 할 수 있다. 무용학과 학생들의 대학생활 적응력을 높이기 위해서는 전공에 대한 만족스러운 교과과정이 제공되어야 하며 교수는 학생들이 신뢰할 수 있는 인격과 자질, 실력을 겸비해야한다고 사료된다. The purpose of this study was to investigate the effect of dance major students' major satisfaction and faculty-student interaction on adjustment to school life. The questionnaire was distributed to 345 students major in Dance in universities located at capital area selected. 27 unreliable responses were excluded and 318 remained were collected for the analysis. Questionnaire was designed to have forty questions regarding three variables such as satisfaction with major, Faculty-student interaction, and adjustment to school life. Sub-factors of satisfaction with major are General satisfaction, recognition satisfaction, Curriculum satisfaction, and Relationship satisfaction. Sub-factors of Faculty-student interaction are reliability and intimacy. Sub-factors of adjustment of school life are affective reaction, major adjustment, social adjustment, and adjustment to school environment. Correlation analysis with IBM SPSS Statistics 24.0 was conducted to find an association among satisfaction with major, Faculty-student interaction, and adjustment to school life. Multiple regression analysis was conducted to analyze the influence of satisfaction with major and sub-factors of Faculty-student interaction with its sub-factors on adjustment to school life. Detailed results are presented below. 1. The results showed that satisfaction with major had a significant negative correlation with adjustment to school life. relationship satisfaction, a sub-factor of satisfaction with major had a low positive correlation with major adjustment, a sub-factor of adjustment to school life, but it was shown that there was no statistic significant correlation between them. 2. Among four sub-factors of satisfaction with major and adjustment to school life, only Curriculum satisfaction had a significant correlation statistically. social adjustment and adjustment to school environment had a significant correlation statistically when comparing four sub-factors of satisfaction with major and four sub-factors of adjustment to school life. 3. Sub-factors of Faculty-student interaction had a significant correlation statistically with adjustment to school life. Sub-factors of Faculty-student interaction had a significant correlation statistically with adjustment to school environment. 4. Overall score of satisfaction with major had a significant influence statistically on adjustment to school life. but Faculty-student interaction has no significant influence. In conclusion, major satisfaction of the students influence on the adjustment to school life partially but strongly depending on sub-factors of Faculty-student interaction. In order to enhance the adaptability of school life, appropriate and satisfactory curriculum should be provided and the faculties should be personable, well qualified and competent to build trust with students.

보건계열 대학생의 의사소통 능력이 대학 생활 적응에 미치는 영향

장철,김민호 대한통합의학회 2022 대한통합의학회지 Vol.10 No.2

Purpose : This study aimed to investigate the effects of health science majors’ communication skills on their adjustment to college life. Methods : The subjects were 336 college students majoring in health science at colleges located in Busan. The survey’s questionnaire comprised 38 items, including 15 items for communication skills and 19 items for adjustment to college life. Results : In the gender-based comparison of communication skills and adjustment to college life, female students had better communication skills, with overall higher scores than male students for the understanding others and communication. In the age-based comparison of communication skills and adjustment to college life, students aged 21 to 22 showed the best communication skills, while students aged 18 to 20 exhibited the least communication skills. In terms of adjustment to college life, those aged 25 or older scored the highest, and those aged 21 to 22 scored the lowest. In the school-year-based comparison of communication skills and adjustment to college life, third- and first-year students showed the best and least communication skills, respectively. Overall, third- and fourth-year students were more adjusted at adjusting to college life than first- and second-year students. Third-year students also scored the highest in academic adjustment, whereas second-year students scored the lowest. In terms of relationships between the students’ communication skills and their adjustment to college life, communication skills were positively correlated with the following subdomains: understanding of others, self-expression, and communication. Communication skills also showed a positive correlation with adjustment to the college environment, including personal-emotional adjustment. Conclusions : The present study found that communication skills did not significantly affect health science majors’ adjustment to college life. However, given that communication skills are an essential factor for effective work performance and greater job satisfaction, it is recommended that colleges provide students with relevant education and experiences to help them enhance communication skills while in school.

청소년이 지각한 학업성취도가 삶의 만족도에 미치는 영향에서 학교생활적응의 종단적 매개효과

김명자,손은령 한국청소년학회 2018 청소년학연구 Vol.25 No.9

The purposes of this study was to analyze longitudinal mediation effect of school life adjustment in the influence of academic achievement to life satisfaction. To do this, autoregressive cross-lagged modeling was adapted in our study, that is Korean Children Youth Panel Study, which has been done among the middle school students from 7th grade to 9th grade. The main results of this study are summarized as follows: First, the previous academic achievement, school life adjustment, and life satisfaction had significant effect on subsequent academic achievement, school life adjustment, and life satisfaction. Second, the previous academic achievement had significant effect on subsequent school life adjustment, the previous school life adjustment had significant effect on subsequent life satisfaction. Third, school life adjustment had a significant longitudinal mediation effect between academic achievement and life satisfaction. As a result of this study, we can conclude that in order to improve the life quality of adolescents, who are experiencing an important transition period from childhood to adulthood, it is necessary for people to pay more attention to adolescents’ feeling of school life adjustment. Finally, implications of the results, limitations of this study, and suggestions for further research were discussed. 본 연구의 목적은 학업성취도가 삶의 만족도에 미치는 영향에서 학교생활적응의 매개효과를 종단으로 검증하는 것이다. 이를 위하여 한국아동·청소년패널조사(KCYPS)의 4 ~ 6차년도 데이터(중학교 1학년부터 3학년까지 추적 조사)를 자기회귀교차지연모형을 활용하여 분석하였다. 본 연구의 주요 연구 결과는 다음과 같다. 첫째, 학업성취도, 학교생활적응, 삶의 만족도는 시간의 변화에 따라 안정적이었다. 둘째, 이전 시점의 학업성취도가 이후 시점의 학교생활적응에 미치는 영향과 이전 시점의 학교생활적응이 이후 시점의 삶의 만족도에 미치는 영향은 통계적으로 유의하였다. 셋째, 학교생활적응은 학업성취도와 삶의 만족도 관계에서 종단적 매개역할을 하는 것으로 나타났다. 이러한 결과는 아동기에서 성인기로 넘어가는 과도기 청소년의 삶의 질을 높이기 위해 학교생활에 적응할 수 있도록 도와주어야 한다는 사실을 보여준다. 마지막으로 연구의 시사점, 제한점, 후속연구에 대한 제언을 논의하였다.

부모의 학대, 방임과 청소년의 학교생활적응간의 관계에서 자아존중감의 매개효과

이윤아 ( Yoon A Lee ),최진아 ( Jin Ah Choi ) 대한가정학회 2015 Human Ecology Research(HER) Vol.53 No.3

This study investigates the effects of parental abuse and neglect on school life adjustment mediated by self-esteem in adolescents. Participants consisted of 2,259 middle school students from the Korean Children and Youth Panel Study 2012. Secondary questionnaire data on parental abuse and neglect, self-esteem, and school life adjustment are used for this study. Data were analyzed using descriptive analysis, Cronbach’s a, Pearson’s correlation analysis and multiple regression analysis. Baron and Kenny’s method determined the mediation effect. SPSS ver 18.0 was adopted. The results were as follows. First, parental abuse and neglect were negatively correlated with the adolescent school life adjustment; however self-esteem was positively correlated with adolescent school life adjustment. Second, the results of the regression analysis revealed that adolescent school life adjustment was influenced both directly and indirectly; parental abuse had a direct effect on adolescents’ school life adjustment and also had an indirect effect on mediated by self-esteem. Parental neglect had a direct effect on adolescent school life adjustment and had an indirect effect on adolescent school life adjustment mediated by self-esteem. The results indicated that self-esteem plays a crucial variable in the relationship of parental abuse and the school life adjustment. Also, self-esteem plays a crucial variable in the relationship between parental neglect and school life adjustment.

여가활동 제약, 대학생활적응, 생활만족 간의 관계 연구

김흥렬 한국호텔관광학회 2010 호텔관광연구 Vol.12 No.3

The purpose of this study tries to examine and analyze relationships of leisure constraints, the university life adjustment and life satisfaction of Chinese student in Korea. The results of the study are as follows:First, according to analysis results about the effect relationship among leisure constraints, university life adjustment and life satisfaction of Chinese student in Korea, leisure constraints showed its positive effects on the university life adjustment. The factors of intrapersonal constraint and structural constraint were the only significant influence on personal-emotional adjustment of the university life adjustment. Second, it showed that university life adjustment had statistically significant influence on life satisfaction. The factor of emotional adjustment except social and academic adjustment factor was a significant effect on life satisfaction of Chinese student in Korea.

재한 중국유학생의 전공 선택 동기가 대학생활 적응에 미치는 영향에 있어 전공만족과 전공몰입의 매개효과

후맹함,김영현 한국관광산업학회 2018 Tourism Research Vol.43 No.1

This study, based on the need of research on the motive of choosing specific majors among foreign students, intended to examine the relationship between motive of choosing majors among Chinese students studying in Korean universities, taking up the largest number of foreign students in Korean universities, and their adjustment to college life, and mediating effect of satisfaction with majors and major commitment on the relationship between motive of choosing specific majors and their adjustment to college life. Empirical analysis showed the following results. First, the analysis of relationship between motive of choosing specific majors and their adjustment to college life revealed that both intrinsic and extrinsic motives have positive (+) effects on their adjustment to college life. That is, if they are highly conscious of both intrinsic and extrinsic motives, the better they can adjust themselves in school life. Next, to examine mediating effect of satisfaction with majors and major commitment on the relationship between intrinsic motive of choosing specific majors and their adjustment to college life, this study did hierarchical regression analysis, and the results are as follows. Among all kinds of motives for choosing specific majors, both intrinsic and extrinsic motives have positive (+) effects on their adjustment to college life. Second, the satisfaction with majors has mediating effects on the relationship between motive of choosing specific majors and their adjustment to college life. Third, it was found that major commitment has mediating effects on the relationship between motive of choosing specific majors and their adjustment to Korean college life. Consequently, this study emphasizes that to adjust themselves to Korean college life, Chinese students need to pay attention to location of motives when they choose their majors, and that to improve their adjustment to Korean college life, they need to pay attention to the role of satisfaction with majors and major commitment. 본 연구에서는 유학생들의 전공 선택 동기에 대한 연구의 필요성을 바탕으로 현재 한국에서 외국인 유학생 가운데 가장 많은 수를 차지하고 있는 중국인 유학생의 전공 선택 동기와 대학생활 적응 간의 관계를 파악하고 중국 유학생들의 전공만족과 전공 몰입은 전공 선택 동기와 대학생활 적응 간의 관계에 대한 매개효과를 규명하고자 하였다. 실증분석 결과 다음과 같은 연구결과가 도출되었다. 먼저 중국 유학생의 전공 선택 동기와 대학생활 적응의 관계를 검증한 것으로 분석결과 전공 선택 동기 중 내재적 동기와 외재적 동기가 대학생활 적응에 정(+)의 방향으로 영향을 미치는 것으로 나타났다. 즉 내재적 동기와 외재적 동기에 대해 높게 지각하면 대학생활 적응이 높아진다고 볼 수 있다. 다음으로 내재적 전공 선택 동기가 대학생활 적응에 미치는 영향에서 전공만족과 전공몰입의 매개효과를 알아보기 위해 매개효과 분석단계에 따라 위계적 회귀분석을 실시하였고 본 연구의 결과는 다음과 같다. 전공 선택 동기와 대학생활 적응의 관계를 검증한 것으로 분석결과 전공 선택 동기 중 내재적 동기와 외재적 동기가 대학생활 적응에 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 전공 선택 동기와 대학생활 적응의 관계에서 전공만족은 매개효과를 보일 수 있는 것으로 나타났다. 셋째, 전공 선택 동기와 대학생활 적응의 관계에서 전공몰입은 매개효과로 보일 수 있는 것으로 나타났다. 따라서 중국유학생의 성공적인 대학생활 적응을 위하여 전공 선택 시 동기의 소재가 중요하고 대학생활 적응을 향상시키기 위해 전공만족과 전공몰입의 작용의 역할이 중요요인이라는 것이 실증분석 되었으며, 이에 따른 시사점을 제시하였다.

A Study of the Relationships Between Daily Life Stress, Self-efficacy and University Student Life Adjustment

Lee Young Whee,Lee Young Ja Korean Society of Nursing Science 2005 Journal of Korean Academy of Nursing Vol.35 No.4

Purpose. This correlation study was undertaken to examine the relationships between daily life stress, self-efficacy and university student life adjustment and to analyze the self-efficacy affecting that university student life adjustment. Methods. 265 university students were recruited from several participating required undergraduate classes. They were surveyed as the subject of this study. Data collection was conducted through the use of questionnaires. Results. The university life adjustment level showed a maximum score of 9 with the mean score 5.22. A negative correlation was found between daily life stress and university life adjustment. Also, there was positively correlation between self-efficacy and university life adjustment. Self-efficacy and daily life stress accounted for $23\%$ of the variance in university student life adjustment. Conclusion. According to the results, self-efficacy is a useful concept in helping overall university life adjustment. Therefore, university student consultation office or nurse should consider the program based on self-efficacy in order to help university students to better adapt to university life.

전문대학생의 자기효능감, 대학생활 적응, 대학만족에 관한 연구

김미 ( Mee Kim ) 한국고등직업교육학회 2011 한국고등직업교육학회논문집 Vol.12 No.2

This study investigates self-efficacy, college-life adjustment, and college satisfaction among community college students. Further understanding is needed of the critical constructs involved in the various polices which determine the future of college students and ultimately affect college-life adjustment and college satisfaction. The results of this study are as follows: First, there were significant differences for all constructs with regards to self-efficacy and college life adjustments between male and female students. Second, the mean score for general self-efficacy is 3.368 and the results showed it significantly impacted the academic adjustment, social adjustment, and emotional adjustment made by students. Third, the mean score for social efficacy is 3.374 and the results showed it significantly impacted the social adjustment made by students. Fourth, life adjustment constructs of academic adjustment and social adjustment significantly impacted college satisfaction. The results stated above showed that the higher a student's level of general self efficacy, the better their academic adjustment, social adjustment, and emotional adjustment. This also impacted the level of college satisfaction.

병사의 긍정적 사고가 군 생활 적응에 미치는 영향: 자기수용의 매개효과

박미영,김완일 한국상담학회 2014 상담학연구 Vol.15 No.5

The purpose of this study is to examine the relationship among positive thinking of military soldiers, adjustment to military life and self-acceptance as well as whether self-acceptance mediates the relationship between such positive thinking and adjustment to military life. For this purpose, this study administered the positive thinking scale, self-acceptance scale and adjustment to military life scale with 292 army soldiers. This study conducted a multiple regression analysis to test the mediating effect. The study results are as follows: First, the positive thinking of military soldier is positively correlated with adjustment to military life and positive thinking is positively correlated with self-acceptance. These results suggest that higher level of positive thinking means higher level of self-acceptance and better adjustment to military life. In addition, the results showed that there is a positive correlation between self-acceptance and adjustment to military life. This result suggests that higher level of self-acceptance means better adjustment. Second, self-acceptance partially mediates the relationship between the goal pursuit as a sub-factor of positive thinking and adjustment to military life. However, there was no mediating effect of self-acceptance in the relationship between subjective satisfaction as a sub-factor of positive thinking and adjustment to military life. These results imply that it is necessary to seek the specific approach to help military soldiers pursue their goals as well as increase their self-acceptance level in order to increase there adjustment level. Finally, the discussion and limitations were presented. 본 연구에서는 병사의 군 생활 적응을 돕는데 긍정적 사고뿐만 아니라 자기수용이 도움이 될 것으로 가정하고, 병사의 긍정적 사고와 군 생활 적응의 관계에서 자기수용이 매개역할을 하는지를 알아보았다. 이를 위해 육군병사 292명을 대상으로 긍정적사고 척도, 자기수용 척도, 군 생활 적응 척도를 실시하고, 중다회귀분석과 매개효과 검증을 실시하였다. 연구 결과, 첫째 병사의 긍정적 사고와 자기수용은 군 생활 적응과 정적인 상관이 있으며, 긍정적 사고는 자기수용과 정적 상관이 있는 것으로 나타났다. 이는 병사의 긍정적 사고 수준이 높을수록 자기수용 수준이 높으며, 군 생활 적응을 잘 한다는 것을 의미한다. 또한 자기수용과 적응은 정적 상관이 있는 것으로 나타났다. 이는 자기수용이 높을수록 적응을 잘 한다는 것을 의미한다. 둘째, 긍정적 사고의 하위요인 중 목표추구와 군 생활 적응의 관계에서 자기수용이 부분매개 하는 것으로 나타났다. 그러나 긍정적 사고의 하위요인인 주관적 만족과 군 생활 적응의 관계에서는 자기수용의 매개효과가 나타나지 않았다. 이러한 결과는 병사들의 군 생활 적응력을 높이기 위해서는 긍정적 사고 중에서도 목표를 추구하도록 도울 뿐만 아니라 자기수용 수준을 높일 수 있는 구체적인 방안을 모색할 필요가 있음을 시사한다. 마지막으로 결과에 대한 논의와 제한점을 제시하였다.