ISSN : 1229-0653
정서 경험과 표현 과정의 주요 변인들인 정서강도, 정서주의, 정서명료성 및 정서표현양가성이 조합되면서 어떤 자연발생적인 군집을 형성하는지, 그리고 이러한 정서과정의 개인차가 정서조절양식의 선택 및 심리적 적응의 지표와 어떤 관계가 있는지를 알아보았다. 총 363명(여성193명, 남성 170명)의 참가자는 군집분석을 통하여 4개 집단으로 구분되었다. 정서강도, 정서주의, 정서 명료성이 높은 반면 정서표현양가성은 낮은 ‘솔직집단’은 억제적이거나 회피적이지 않으면서 가장 적응적이었다. 이와 대조적으로 정서강도, 주의, 명료성은 낮은데 양가성은 높은 ‘억압집단’은 억제적 정서조절 및 회피 수준이 유의하게 높으며 가장 높은 심리증상과 낮은 자존감의 부적응 상태를 보였다. 정서강도, 주의, 양가성 모두 낮은 ‘침착집단’은 비교적 적응적 상태임에 비해, 정서강도, 주의, 양가성이 모두 높은 ‘혼란집단’은 높은 심리증상을 나타냈다. 선행연구에서 정서강도와 정서주의 변인들이 심리적 적응에 미치는 효과가 일관적이지 않게 보고되어 왔는데, 본 연구 결과, 정서강도 및 정서주의가 심리적 적응에 미치는 영향이 정서명료성과 정서표현양가성에 의해 영향을 받고 있음을 알 수 있었다. 정서변인들의 조합을 통해 억압과 억제 개념을 구분할 수 있음과 정서과정에서 낮은 정서강도와 낮은 정서주의의 역할에 대해 논의하였다.
This study examined individual differences in emotional processing patterns by multiple emotional variables:Affect intensity (AI), emotional attention (EA), emotional clarity (EC), and Ambivalence over Emotional Expressiveness (AE), and their characteristics in emotion regulation and psychological adjustment. The combination of the four emotional variables drawn from 363 college students (193 female) formed four clusters. The ‘Hot & Clear' group with high AI, EA, and EC, but low AE was the least avoidant in emotion regulation and adaptive. In comparison, the ‘Repressed' group with low AI, EA, and EC, but high AE was the most avoidant and maladaptive. The ‘Calm and Clear' group with low AI, EA, and AE, but high EC was relatively adaptive. However, the ‘Conflicting' group with high AI, EA, and AE was found to be avoidant and maladaptive. The result indicates that a crucial variable that predicts psychological adjustment seems to be the AE and EC. This also sheds light on the inconsistent findings of the previous studies on the functions of affect intensity and emotional attention. It is discussed that suppression and repression could be distinguished by the combination of the aforementioned emotional variables, and that the roles of low affect intensity combined with low emotional attention in emotional processing should be more highlighted.
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