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ISSN : 1229-0688
본 연구에서는 이론적인 근거와 선행 연구들을 토대로 완벽주의 두 차원(적응적 완벽주의, 부적응적 완벽주의), 학업열의, 학업소진 그리고 관련 매개변인들(자율동기, 통제동기, 기능적 목표과정, 역기능적 목표과정) 간의 복합적인 인과적 관계를 설정하고, 모형의 적합도 및 매개효과를 검증하였다. 이를 위해 서울, 경기 소재 인문계 고등학교에 재학중인 439명(남자 317명, 여자 122명)으로부터 자료를 수집하였다. 연구결과 첫째, 구조방정식 모형을 통한 자료 분석 결과, 측정모형과 구조모형이 자료에 적합한 것으로 나타났다. 둘째, 완벽주의와 학업열의 및 학업소진과의 관계에서 동기(자율, 통제)와 목표과정(기능적, 역기능적)이 중요한 매개요인임을 확인하였다. 특히, 부적응적 완벽주의가 학업소진을 예측하지만 통제동기를 통해서 학업열의에 이를 수 있음을 확인하였다. 이 결과는 부적응적 완벽주의가 자기와 일치된 목표를 추구한다기 보다 오히려 부모 또는 다른 사람의 바람이나 죄송함, 외적인 보상 등을 위해서 목표를 추구함으로써 학업열의에 이를 수 있음을 의미한다. 또한 적응적 및 부적응적 완벽주의 모두 학업목표과정을 통해서 학업열의와 학업소진에 이를 수 있음을 확인하였다. 이러한 연구결과를 바탕으로 상담실제 및 후속연구에 대한 시사점을 논하였다.
The present study evaluated the model in which the complex interplay of perfectionism(adaptive, maladaptive), academic engagement, academic burnout and mediators(autonomous motives, controlled motives, functional goal process, dysfunctional goal process) was hypothesized. In order to examine those hypotheses, structural equation modeling(SEM) was employed and fitted to data from 439 academic high school students. The hypothesized model fit the data well. Findings in the study showed that the effects of perfectionism on the academic engagement and the academic burnout were mediated by motives (autonomous, controlled) and goal processes(functional, dysfunctional). Particularly, even if the maladaptive perfectionism predicted the academic burnout, it also influenced the academic engagement through the controlled motives. This study also exhibited that the perfectionism(adaptive, maladaptive) influenced the academic engagement and the academic burnout through the academic goal processes. Implications of the current findings and suggestions for future study are included in the discussion.
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