청소년의 기본심리욕구와 상위정서철학 및 우울 간의 관계 = The Relationships between Adolescent's Basic Psychological Needs, Meta Emotion Philosophy, and Depression

국문 초록 (Abstract)

본 연구는 서울 소재의 고등학교에 재학 중인 만 15-18세 청소년 50명(여자 24명, 남자 26명)을 대상으로 그들의 기본심리욕구와 상위정서철학, 그리고 우울 간의 관계를 알아보고자 하였다. 이를 위하여 주요 변인들 간의 상관관계를 살펴보았고, 기본심리욕구가 청소년의 상위정서철학과 우울에 어떠한 영향을 미치는지, 청소년의 상위정서철학은 우울에 어떠한 영향을 미치는지 살펴보았다. 더불어 기본심리욕구와 우울 간의 관계에서 청소년의 상위정서철학이 매개 역할을 하는지 확인하였다.
본 연구에서는 다음과 같은 도구를 사용하여 청소년의 기본심리욕구와 상위정서철학, 우울을 측정하였다. 먼저 기본심리욕구는 Chen과 Vansteenkiste를 비롯한 연구진(2015)의 Basic Psychological Need Satisfaction and Frustration Scale(BPNSFS)을 이진현(2016)이 Vansteenkiste 교수의 검수 하에 한국어로 번역하고 타당화한 한국판 기본심리욕구 만족-좌절 척도(Korean verson of Basic Psychology Need Satisfaction and Frustration Scale, K-BPNSFS)를 사용하여 측정하였다. 다음으로 상위정서철학은 Katz와 Windecker-Nelson(2002)이 아동 청소년을 대상으로 그들의 상위정서철학을 측정하기 위하여 개발한 아동 · 청소년 상위정서철학 인터뷰(Child/Aodolescent Meta Emotion Interview, CMEI)를 남은영, 송수정(2013)이 번안한 것을 사용하여 측정하였다. 인터뷰의 내용은 Katz와 Windecker-Nelson(2004)이 개발한 아동 · 청소년 상위정서철학 코딩 시스템을 남은영, 송수정(2013)이 한국어로 번안한 것으로 매뉴얼에 따라 코딩하였다. 마지막으로 우울은 Radloff(1977)가 개발한 역학연구센터 우울척도(The Center for Epidemiologic Studies-Depression, CES-D)를 전겸구, 최상진, 양병창(2001)이 한국어로 번안 및 타당화한 한국판 CES-D를 사용하여 측정하였다.
본 연구의 결과를 요약하면 다음과 같다. 첫째로 연구 참여자의 기본심리욕구, 상위정서철학, 우울 간의 관계를 살펴보았다. 먼저 기본심리욕구의 만족과 기본심리욕구 좌절 간에는 부적 상관이 있었으나, 기본심리욕구의 만족과 자율성 좌절 간에는 상관이 없었다. 또한 기본심리욕구와 상위정서철학의 관계에서, 기본심리욕구의 만족 및 좌절은 청소년의 정서조절과 부적 상관이 있었다. 구체적으로 관계성은 정서 회복과, 유능성은 정서조절과 유의미한 관련이 있었는데, 관계성 만족과 유능성 만족은 각각 정서 회복, 정서조절과 정적 상관이, 반대로 관계성 좌절과 유능성 좌절은 각각 정서회복, 정서조절과 부적 상관이 있었다. 이어서 기본심리욕구와 우울 간의 관계에 대하여 살펴본 결과, 기본심리욕구의 만족은 부적으로, 좌절은 정적으로 우울과 관련이 있었다. 마지막으로 상위정서철학과 우울 간의 관계를 살펴본 결과, 정서조절, 정서 회복이 우울과 부적 관련성을 보였다.
둘째로 각 변인 간의 영향력에 대하여 알아보았고, 그 결과는 다음과 같았다. 먼저 기본심리욕구가 우울에 미치는 영향에 대해 살펴보았고, 기본심리욕구의 만족이 우울 수준을 낮추고, 기본심리욕구의 좌절이 우울 수준을 높이는 것으로 나타났다. 특히 유능성 욕구의 만족이 우울을 낮추고, 유능성 좌절이 우울을 높이도록 영향을 미쳤다. 관계성 욕구의 좌절 또한 우울 수준을 높이도록 영향을 미쳤다. 다음으로 기본심리욕구가 상위정서철학에 미치는 영향력에 대하여 살펴본 결과, 기본심리욕구의 만족은 정서조절 수준을 높이는 반면, 좌절은 정서조절 수준을 낮추는 것으로 나타났다. 구체적으로 관계성 욕구의 좌절은 정서 회복에 부적으로 영향을 미쳤다. 또한 유능성 욕구의 만족은 정서조절에 정적으로, 좌절은 부적으로 영향을 미쳤다. 마지막으로 상위정서철학이 우울에 미치는 영향력을 살펴보았고, 부정정서에 대한 청소년의 정서조절 수준이 높을수록 우울이 낮아지는 것을 확인할 수 있었다.
셋째로 기본심리욕구와 우울 간의 관계에서 상위정서철학이 매개적 역할을 하는지 살펴보았고, 그 결과 기본심리욕구의 만족 및 좌절과 우울 간의 관계에서 정서조절이 부분 매개역할을 하는 것으로 나타났다. 특히 유능성 만족과 우울, 그리고 유능성 좌절과 우울 간의 관계에서 정서조절이 부분적으로 매개하고 있음을 확인하였다.
위의 결과를 통하여 본 연구가 가지는 의의는 다음과 같다. 첫째로, 본 연구에서는 상위정서철학 인터뷰를 실시하여 청소년의 정서적 측면을 측정하였다. 측정시 질문지가 아닌 인터뷰로 자료를 수집하였기 때문에, 실제적으로 정서적 대화가 이루어지는 중에 참여자가 자신의 정서에 대해 어떻게 생각하고 느끼는지 응답할 수 있었다. 따라서 이들의 정서에 대한 보다 질적인 자료를 수집하여 이를 평가할 수 있었다. 국내에서 청소년의 상위정서철학에 대한 연구는 꾸준히 이루어지고 있지만, 아직까지 그 수가 많지 않은 상황이다. 또한 현재까지 청소년 상위정서철학을 연구한 국내 문헌들은 대부분 학교폭력 피해경험이나 부모 간 폭력 노출 경험 등 외상 경험이 있는 청소년을 대상으로 하였다. 따라서 본 연구는 국내의 청소년 상위정서철학 연구를 일반적인 청소년들을 대상으로까지 확장하도록 기여하였다는 점에 의의가 있다.
둘째로, 본 연구에서 기본심리욕구의 만족은 좌절보다 우울에 대해 더 큰 설명력을 보였는데, 이는 기본심리욕구의 낮은 만족 수준과 좌절이 구별되어야 한다는 최근 연구의 동향을 따른다. 국내에서 청소년, 특히 고등학생들의 기본심리욕구를 만족의 여부가 아닌 만족과 좌절의 두 측면으로 나누어 살펴본 연구가 현재 국내에 없었다는 점을 고려할 때, 본 연구는 기존의 자기결정성 및 기본심리욕구 이론과 관련된 국내 연구의 확장에 기여하였다는 데 의의가 있다.
셋째로, 본 연구는 청소년의 기본심리욕구, 상위정서철학, 우울 간의 관계를 살펴보았고, 기본심리욕구와 우울 간의 관계에서 정서조절의 부분 매개 효과를 확인하였다. 이는 기본심리욕구가 만족되었을 때와 좌절되었을 때 모두 그러했다. 이를 볼 때 기본심리욕구의 만족 및 좌절도 우울에 영향을 미치지만, 청소년이 자신의 정서를 잘 조절할 수 있는지, 그리고 정서에 대해서 어떤 태도와 가치관을 지녔는지도 우울에 영향을 미치는 중요한 부분임을 알 수 있다. 또한 기본심리욕구의 하위변인 중 특히 유능성 욕구의 만족과 좌절이 정서조절 및 우울과 밀접한 관련이 있음을 확인할 수 있었다. 이러한 결과는 청소년의 우울에 대한 예방적, 치료적 개입을 하고자 할 때, 이들의 유능성 욕구와 관련된 내적 상태와 정서조절의 측면을 확인하는 것이 중요하다는 정보를 제공해준다.

다국어 초록 (Multilingual Abstract)

The present study recruited 15 to 18 year-old students (24 females, 26 males) attending a local high school in Seoul, South Korea, for the purpose of studying the relationship between basic psychological needs, meta emotion philosophy, and depression. The study examined the correlation between the main variables, the effect of basic psychological needs on the adolescents’ meta emotion philosophy and depression, and the effect of the adolescents’ meta emotion philosophy on depression. Moreover, we tested whether the adolescents’ meta emotion philosophy mediated the relationship between basic psychological needs and depression.
To measure the adolescents’ basic psychological needs, meta emotion philosophy, and depression, we used the following scales. First, to measure basic psychological needs, we implemented the translated and validated version of Basic Psychology Need Satisfaction and Frustration Scale (K-BPNSFS; Lee, 2016), based on the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS), which was developed by Chen, Vansteenkiste, and colleagues (2015). Next, to measure meta emotion philosophy, we used the translated version of Nahm and Song (2013) of Child/Adolescent Meta Emotion Interview (CMEI), which was developed specially to measure child and adolescents’ meta emotion philosophy (Katz & Windecker-Nelson, 2002). The interview was coded accordingly to Nahm and Song (2013)’s translated manual, which was based on the coding system created by Katz and Windecker-Nelson (2004). Lastly, to measure depression, we used Chon, Choi, and Yang (2001)’s translated and validated version of The Center for Epidemiologic Studies-Depression (CES-D), which was originally developed by Radloff (1977).
The major findings of the present study are as follows: First, we examined the correlation between the participants’ basic psychological needs, meta emotion philosophy, and depression. To begin with, though there was a negative correlation between basic psychological needs satisfaction and basic psychological needs frustration, there was no correlation between basic psychological needs satisfaction and autonomy frustration. Furthermore, when examining the relation between basic psychological needs and meta emotion philosophy, there was a negative correlation between basic psychological needs frustration and the adolescents’ emotion regulation. Specifically, there were positive correlations between relatedness and emotion remediation, and between competence and emotion regulation. Relatedness satisfaction and competence satisfaction was positively related to emotion remediation and emotion regulation, respectively, and relatedness frustration and competence frustration was negatively related to emotion remediation and emotion regulation, respectively. Additionally, we examined the relationship between basic psychological needs and depression. The results show that satisfaction of basic psychological needs is negatively related to, and that the frustration of basic psychological needs in positively related to depression. Finally, when examining the relationship between meta emotion philosophy and depression, the results showed that emotion regulation and emotion remediation was negatively related to depression.
Second, this study examined the effect of each one of the variables, and the results are as follows: To being with, we examined the effect of basic psychological needs on depression. Basic psychological needs satisfaction lowered participants’ depression level, and basic psychological needs frustration increased the level of depression. Particularly, satisfaction of the need to be competent lowered depression, and frustration of the need to be competent increased depression. Relatedness frustration also predicted increased depression. Next, when we examined the effect of basic psychological needs of meta emotion philosophy, the results showed that basic psychological needs frustration lead to lowered levels of emotion regulation, while needs satisfaction raised the levels of emotion regulation. Specifically, relatedness frustration negatively affected emotion remediation. Competence satisfaction positively affected, and competence frustration negatively affected emotion regulation. Lastly, we examined the effects of meta emotion philosophy on depression, and the results showed that adolescents’ high emotion regulation when dealing with negative emotions predicted lowered depression.
Third, the present study examined whether meta emotion philosophy mediated the relationship between basic psychological needs and depression, and the results showed that the emotion regulation partially mediated the relationship between basic psychological needs frustration and depression. Specifically, emotion regulation partially mediated the relationships between competence satisfaction and depression, and between competence frustration and depression.

Based on these findings, the implications of the present study are as follows. First, the present study measured the adolescents’ levels of emotion by using the meta emotion philosophy interview. Since the data was collected through interviews, rather than through questionnaires, the participants could report their emotions and thoughts while engaging in an actual conversation. Therefore, we were able to have access to quality data on emotions. Though there has been some research done on adolescents’ meta emotion philosophy in Korea, the research is still lacking. Furthermore, the literature on adolescents’ meta emotion philosophy in Korea mainly focused on adolescents with traumatic experiences, such as exposure to school violence or parental violence. Accordingly, the present study carries significance as it expanded the research on meta emotion philosophy by using average adolescents as participants.
Second, in this study, the frustration of basic psychological needs showed a greater explanation for depression than needs satisfaction. This replicates the current research trend, which suggests a need for differentiation between low satisfaction of basic psychological needs and frustration of basic psychological needs. When taking into consideration the fact that there is no research in Korea that studies both the satisfaction and the frustration of adolescents’ basic psychological needs, the current study contributed to the research in Korea related to self-determination theory and basic psychological needs.
Lastly, this study has investigated the relationships between the basic psychological needs, meta emotion philosophy and depression, confirming the partially mediating effect of emotion control on the relations between basic psychological needs and depression. The result was identical in both states of satisfaction and frustration in basic psychological needs. Hence it could be concluded that an adolescent’s ability to control the emotion of oneself and the attitude and perception against emotion heavily influences depression apart from the effect observed from satisfaction and frustration in basic psychological needs. Furthermore, the study revealed that the satisfaction or frustration of competence, one of the three sub-factors of basic psychological needs, is closely related to emotion regulation and depression. Building on from this result, it is important to inspect the adolescents’ internal, psychological states related to the need for competence when preventing or treating adolescent depression.

목차 (Table of Contents)

• 논문개요 ······································································· ⅳ
• Ⅰ. 서론 ·········································································· 1
• 1. 연구의 필요성 및 목적 ·················································· 1
• 2. 이론적 배경 ····························································· 10
• 1) 기본심리욕구 ·························································· 10
• 2) 상위정서철학 ·························································· 13
• 3) 우울 ····································································· 16
• 4) 기본심리욕구, 상위정서철학 및 우울 ······························ 19
• (1) 기본심리욕구와 상위정서철학 ··································· 19
• (2) 상위정서철학과 우울 ·············································· 21
• (3) 기본심리욕구와 우울 ·············································· 23
• 3. 연구문제 ·································································· 26
• Ⅱ. 연구방법 ··································································· 27
• 1. 연구대상 ·································································· 27
• 2. 연구도구 ·································································· 30
• 1) 기본심리욕구 ·························································· 30
• 2) 청소년 상위정서철학 ················································· 32
• 3) 우울 ····································································· 34
• 3. 자료분석 ·································································· 36
• Ⅲ. 연구결과 ··································································· 37
• 1. 기본심리욕구, 청소년 상위정서철학 및 우울의 기술통계 및 상관
• 관계 ········································································ 38
• 1) 주요변인의 기술통계 ················································· 38
• 2) 기본심리욕구, 청소년 상위정서철학, 우울 간의 상관관계 ······ 40
• 2. 기본심리욕구가 우울에 미치는 영향 ·································· 43
• 3. 기본심리욕구가 청소년 상위정서철학에 미치는 영향 ··············· 45
• 4. 청소년 상위정서철학이 우울에 미치는 영향 ························· 47
• 5. 기본심리욕구와 우울 간의 관계에서 청소년 상위정서철학의 매개
• 역할 ········································································ 48
• 1) 기본심리욕구 만족과 우울 간의 관계에서 정서조절의 매개역할
• ··········································································· 49
• 2) 기본심리욕구 좌절과 우울 간의 관계에서 정서조절의 매개역할
• ··········································································· 51
• 3) 유능성 만족과 우울 간의 관계에서 정서조절의 매개역할 ······ 53
• 4) 유능성 좌절과 우울 간의 관계에서 정서조절의 매개역할 ······ 55
• Ⅳ. 논의 ········································································ 57
• 참고문헌 ········································································ 67
• 부록 ············································································· 81
• ABSTRACT ·································································· 88