초등학교 고학년의 내면화된 수치심과 발표불안의 관계

Abstract

Objectives This study attempted to investigate the mediating effects of self-encouragement through the relationship between internalized shame and speech anxiety in senior elementary school using a structural equation model based on the previous research findings related to speech anxiety and provide implications for reducing speech anxiety. Methods For this purpose, a questionnaire was conducted on 294 students in grades 5 and 6 of elementary schools located in P city. The subjects performed the Speech Anxiety Scale(Lim, 1994) and, Internalized Shame Scale(ISS)(Cook, 1987), Self-encouragement Scale(Kim & Oh, 2010). The relationship between the variables was analyzed through the path analysis model. Results The results of the analysis are as follows. First, it is shown that there is a significant correlation between the variables used in this study. A significant static correlation between internalized shame and speech anxiety was shown, and a significant inadequate correlation between internalized shame and self-encouragement was shown. Self-encouragement was also significantly related to speech anxiety. Second, there was a partial mediating effect of self-encouragement on the effect of internalized shame on speech anxiety. In other words, it was found that the higher the internalized shame, the lower the level of self-encouragement, but the higher the level of self-encouragement, the lower the level of speech anxiety. Conclusions Although internalized shame on speech anxiety is still significant, the results of this study provide implications for ways to alleviate speech anxiety through the promotion of self-encouragement skills.