초등교사의 정서표현 양가성이 사회적 상호작용 불안에 미치는 영향

Abstract

Objectives The purposes of this study were to examine the effects of elementary school teacher’s emotional expressive ambivalence on social interaction anxiety, focusing on the mediated effects of social support. Methods It was analyzed in regression analysis. Online survey was conducted on 356 elementary school teachers in Daegu and Gyeongsangbukdo. After that, the statistical significance of the mediating effect was verified by applying the SPSS Process Macro No. 4 model. Results The main findings of this study are as follows: First, It was showed as significant correlation among emotional expressive ambivalence, social interaction anxiety, social support. Second, Social support partially mediated the association between self-defensive ambivalence over emotional expressiveness and social interaction anxiety. Third, Social support did not partially mediated the association between relation-involved ambivalence over emotional expressiveness and social interaction anxiety. Conclusions Based on the above results, this study attempted to examine the effects of elementary school teacher’s emotional expressive ambivalence on social interaction anxiety, and to present basic data on programs and counseling interventions that can alleviate it, and to suggest the necessity of continuous research related to elementary school teacher’s anxiety.