청소년의 포커싱적 태도가 스트레스 반응과 자기조절능력에 미치는 영향 = The Effects of Focusing Manner on Stress Reactions and Self-Regulation Abilities among Adolescents

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate differences, if any, in stress reactions, self-regulation abilities, and focusing manner among middle and high school students according to gender and age and to further relations between focusing manner and self-regulation abilities.
The subjects include a total of 611 male and female students from the seventh to 12th grade in four middle and high schools located in Gyeonggi Province. As for research instruments, the study employed the stress reactions Scale developed and devised through discussions by the investigator and three researchers under the guidance of an expert to measure adolescents' stress reactions. Also employed in the study were the Volitional Components Inventory(VCI) developed by Kuhl and Fuhrmann(1998) and translated and revised by Yun Yeong-shin (2007) to measure adolescents' self-regulation abilities and the Korean Focusing Manner Scale(KFMS) revised and developed by Ju Eun-seon et al(2011). to measure their focusing manner.
Collected data were put to frequency analysis, descriptive statistics, factor analysis, Cronbach's coefficient, and multiple regression analysis.
The research findings were summarized as follows :
First, as for differences among adolescents according to gender, girls showed a higher level of stress reactions, whereas boys were higher in self-regulation abilities and focusing manner.
Second, as for differences among adolescents according to the changes of their school grade, significant differences were found in the interaction of their stress reactions, and the grade brought a significant effect in the determined control style of the subfactors of self-regulation abilities. And there was a significant interaction effect according to the changes of grade in the keeping appropriate distance of focusing manner.
Third, stress had negative relations with the self-regulation style of the subfactors of self-regulation abilities and positive relations with the determined control style. Stress showed partially positive relations with the subfactors of focusing manner.
Finally, the study also examined differences in adolescents' focusing manner affecting their self-regulation abilities according to gender. The results reveal that there were differences in the subfactors of focusing manner affecting the self-regulation style and determined control style between girls and boys.
The findings show that focusing manner turned out to be an explanatory variable influencing adolescents' self-regulation abilities and confirm the impacts of self-regulation abilities and focusing manner on their stress reactions.
The study will hopefully promote the need for research on adolescents' self-regulation abilities and focusing manner, which have not received enough research efforts, and help to actively consider self-regulation abilities and focusing manner as an internal strength to overcome stress in a healthy and adaptive manner.

국문 초록 (Abstract)

본 연구는 중․고등학교 청소년들을 대상으로 성별과 연령에 따라 스트레스 반응, 자기조절능력, 포커싱적 태도에 차이가 있는지 알아보고, 포커싱적 태도와 자기조절능력의 관계를 파악하는 데 그 목적이 있다.
연구의 대상은 경기도에 소재한 4개의 중학교와 고등학교 1, 2, 3학년 남녀학생 총 611명이었다. 연구도구는 청소년의 스트레스 반응을 알아보기 위하여 전문가 1인의 지도하에 연구자 외 3인이 토론을 거쳐 측정도구를 개발․제작한 스트레스 반응 척도를 사용하였으며 청소년의 자기조절 능력을 측정하기 위해 윤영신(2007)이 번안 ‧ 수정한 Kuhl과 Fuhrmann(1998)의 의지구성목록(Volitional Components Inventory : VCI)을 사용하였고, 포커싱적 태도를 측정하기 위해 주은선 등(2011)등이 수정․개발한 한국판 포커싱적 태도척도(Korean General Health Quesionnaire: KFMS)를 사용하였다.
자료분석은 빈도, 기술통계, 요인분석, Cronbach's 계수, 중다회귀분석을 실시하였다.
본 연구에서 밝혀진 결과를 요약하면 다음과 같다.
첫째, 청소년의 성별에 따른 차이를 알아본 결과 스트레스 반응은 여학생이 높았으며 자기조절능력과 포커싱적 태도는 부분적으로 남학생이 높았다. 즉 여학생이 남학생보다 행동, 정서, 신체 모두 높은 스트레스 반응을 보였으며, 자기조절양식은 남학생이, 의지적 억제양식에서는 여학생의 평균이 높았다. 그리고 포커싱적 태도 하위요인 중 거리두기에서만 남학생이 여학생보다 높았다.
둘째, 청소년의 학교급과 학년 변화에 차이를 알아본 결과 청소년의 학교급이나 학년변화에 따라 스트레스 반응의 상호작용이 유의미하였으며 자기조절능력의 하위척도 의지적 억제양식은 학년의 주효과가 유의미하였다. 그리고 포커싱적 태도의 ‘적절한 거리두기’는 학교급과 학년의 상호작용효과가 유의한 것으로 나타났다.
셋째, 스트레스 반응과 자기조절능력의 하위요인인 자기조절양식은 부적관계, 의지적 억제양식은 정적관계에 있었고, 스트레스 반응과 포커싱적 태도의 하위요인과는 부분적으로 정적관계에 있었다.
넷째, 자기조절능력에 미치는 포커싱적 태도의 성별 차이를 알아본 결과 자기조절능력의 하위요인인 자기조절양식은 남녀모두 포커싱적 태도의 하위요인인 ‘체험과정 수용과 행동하기’와 ‘적절한 거리두기’에서 정적영향을 보이고, 여학생의 경우 ‘체험 지각하기’는 부적영향을 보였다. 자기조절능력의 하위요인인 의지적 억제양식은 남녀모두 ‘체험과정 주의와 음미하기’와 ‘체험 지각하기’가 정적영향을 보이고, 여학생의 경우‘체험과정 수용과 행동하기’가 부적영향을 보였다. 이것은 청소년의 자기조절능력에 영향을 미치는 요인으로 포커싱적 태도가 영향력 있는 설명 변인임을 보여주었음을 말해 준다. 마지막으로 본 연구의 제한점과 시사점에 대해 논의하였다.
본 연구를 통해 자기조절능력과 포커싱적 태도가 청소년의 스트레스 반응을 완화시키고, 적응에 도움이 되는 요인으로 그 중요성이 강조되기를 바란다.

목차 (Table of Contents)

• I. 서 론
• 1. 연구의 필요성 및 목적 ·······························································································1
• 2. 연구문제 및 가설 ··········································································································· 6
• II. 이론적 배경
• 1. 포커싱(Focusing)······································································································· 8
• 2. 포커싱(Focusing)적 태도·····················································································10
• 3. 스트레스 반응과 포커싱························································12
• 4. 자기조절(self-regulation)능력과 포커싱································15
• 5. 스트레스 반응과 자기조절능력··················································19
• III. 연구방법
• 1. 연구대상 및 절차 ··································································22
• 2. 측정도구 ················································································24
• 1) 스트레스 반응 척도·······························································24
• 2) 자기조절능력 척도································································25
• 3) 한국판 포커싱적 태도 척도··················································26
• 3. 자료처리 및 분석 ·································································27
• IV. 연구결과
• 1. 청소년의 성별에 따른 스트레스 반응, 자기조절능력, 포커싱적 태도의 차이···········································································28
• 2. 청소년의 학교급과 학년에 따른 스트레스 반응, 자기조절능력, 포커싱적 태도의 차이·························································30
• 3. 스트레스 반응과 자기조절능력과의 관계 그리고 스트레스 반응 과 포커싱적 태도와의 관계·················································38
• 4. 포커싱적 태도가 자기조절능력에 미치는 영향에서의 성별차이······39
• V. 논 의 ----- 45
• 참고문헌 ····················································································58
• 부 록 ························································································64
• 영문요약 ················································································78