초등학생이 지각한 외모만족도와 학교생활적응의 관계: 거부민감성의 매개효과

Abstract

본 연구의 목적은 초등학생의 외모만족도와 학교생활적응 간 유의미한 정적 상관을 보고한 선행연구들에 기초하여, 외모만족도와 학교생활적응의 관계가 거부민감성에 의해 매개되는지를 살펴봄으로써 학생들의 학교생활적응을 도울 수 있는 다각적인 접근방안을 모색하는 데 있었다. 자료수집을 위해 전북 소재 초등학교의 6학년 학생 289명을 대상으로 설문조사를 실시하였다. 거부민감성이 외모만족도와 학교생활적응의 관계에서 매개변인으로 작용하는지를 살펴보기 위해 Baron과 Kenny(1986)가 제안한 절차에 따라 중다회귀분석을 실시하였으며, 매개효과의 유의성 검증을 위해 Sobel test를 실시하였다. 분석결과, 거부민감성은 외모만족도와 학교생활적응 간의 관계를 부분매개 하며, 외모만족도와 학교생활적응의 하위변인 중 교사관계, 교우관계 및 학교수업 적응 간의 관계를 부분매개 하는 것으로 나타났다. 이와 같은 연구 결과를 토대로 초등학생들의 학교생활적응을 돕기 위해 외모만족도를 높이는 방안 뿐 아니라 낮은 외모만족도를 보이는 학생들이 갖는 거부민감성의 부정적 영향을 줄여주기 위한 교육적 개입에 관해 논의하였다. Building on previous studies that highlighted a significant positive relation between appearance satisfaction and school adjustment, this study examined the mediating effects of rejection sensitivity on the relation between appearance satisfaction and school adjustment among elementary school students. This was done with the objective of discovering various ways for helping them successfully adjust to school. The survey instruments were administered to 289 sixth graders from two elementary schools located in Jeonbook Province, South Korea. Data were analyzed by SPSS (Statistical Package for the Social Sciences). Descriptive statistics and internal consistency coefficients of the scales and their sub-scales were obtained, and Pearson correlation coefficients were also calculated to determine the relationship among research variables (appearance satisfaction, rejection sensitivity and school adjustment). In addition, a series of multiple regression analysis were performed to see if rejection sensitivity mediates the relation of appearance satisfaction to school adjustment. The Sobel test was then conducted to determine the significance of indirect effects of appearance satisfaction on school adjustment through rejection sensitivity. The results of the study showed that rejection sensitivity partially mediated the relation between appearance satisfaction and school adjustment. It also partially mediated the relationship between appearance satisfaction and each of the three subscales of school adjustment (teacher adjustment, peer adjustment, and in-class adjustment). Based on these results, this study suggests that educational interventions are needed to dampen the negative influence of rejection sensitivity for elementary school students having low appearance satisfaction, as well as to enhance appearance satisfaction for school adjustment.