본 연구는 대학생의 학업적 희망, 성취정서 및 심리적 안녕감의 구조적 관계를 살펴보는데 목적이 있다. 연구문제는 첫째, 학업적 희망, 성취정서 및 심리적 안녕감의 구조적 관계는 어떠한가, 둘째, 학업적 희망과 심리적 안녕감의 관계에서 성취정서의 매개효과는 어떠한가 등이다. 연구대상은 대학생 387명으로 남학생은 143명, 여학생은 244명이다. 측정도구는 학업적 희망, 성취정서 및 심리적 안녕감 척도이다. 연구결과 학업적 희망은 정적정서에 정적인 영향을 미치고 있으며 부적정서에는 부적인 영향을 미치고 있었다. 정적정서는 심리적 안녕감에 정적인 영향을 미치고 있었고, 부적정서는 심리적 안녕감에 부적인 영향을 미치고 있었다. 학업적 희망은 심리적 안녕감에 직접적인 영향을 미치고 있지는 않지만 정적정서와 부적정서를 매개로 하여 심리적 안녕감에 영향을 미치고 있었다. 본 연구를 바탕으로 선행연구와의 관련성, 연구의 의의, 제한점 등을 제시하였다.
The purpose of this study was to examine the relationship between academic hope, achievement emotions, and psychological well-being. Also, the study aimed to discover the mediation effect of achievement emotions on the relationship between academic hope and psychological well-being. The subjects were 387 college students, 143 male students and 244 female students. The instruments used in the study were academic hope, achievement emotions, and psychological well-being. Academic hope had a positive effect on positive emotions and psychological well-being, but a negative effect on negative emotions. Positive emotions mediated the relationship between academic hope and psychological well-being, and negative emotions also mediated the relationship between academic hope and psychological well-being. This, meant that academic hope had an indirect effect on psychological well-being via achievement emotions. Based on the relevance of prior researches, the significances and implications of this study were discussed.
The purpose of this study was to examine the relationship between academic hope, achievement emotions, and psychological well-being. Also, the study aimed to discover the mediation effect of achievement emotions on the relationship between academic hope and psychological well-being. The subjects were 387 college students, 143 male students and 244 female students. The instruments used in the study were academic hope, achievement emotions, and psychological well-being. Academic hope had a positive effect on positive emotions and psychological well-being, but a negative effect on negative emotions. Positive emotions mediated the relationship between academic hope and psychological well-being, and negative emotions also mediated the relationship between academic hope and psychological well-being. This, meant that academic hope had an indirect effect on psychological well-being via achievement emotions. Based on the relevance of prior researches, the significances and implications of this study were discussed.
