Abstract
본 연구는 중학생의 자아존중감, 인지적 정서조절(적응적, 부적응적), 신체화 증상의관계를 살펴보고, 자아존중감과 신체화 증상의 관계에서 인지적 정서조절(적응적, 부적응적)의 매개효과를 밝히는 것을 목적으로 하였다. 이를 위해 중학생 546명을 대상으로설문조사를 실시하고 기술통계, 상관관계 분석 및 매개효과 검증을 하였다. 연구 결과는 첫째, 중학생의 자아존중감은 적응적 인지적 정서조절과는 유의한 정적 상관관계가있고 부적응적 인지적 정서조절과는 유의한 부적 상관관계가 있으며 신체화 증상과는유의한 부적 상관관계가 있으며, 신체화 증상은 부적응적 인지적 정서조절과 유의한 부적 상관관계가 있으며 적응적 인지적 정서조절과는 통계적으로 유의한 상관관계가 나타나지 않았다. 둘째, 중학생의 자아존중감과 신체화 증상의 관계에서 부적응적 인지적정서조절은 부분매개 하는 것으로 나타났으나 적응적 인지적 정서조절은 매개효과가 나타나지 않았다. 본 연구결과를 기초로 하여 중학생의 신체화 증상을 제고하기 위한 방안을 논의하였으며, 본 연구의 제한점과 후속 연구에 대한 제언을 제시하였다.The purpose of this study was to investigate the relationship between self-esteem, cognitive emotional regulation(adaptive, maladaptive) somatization symptoms, and to investigate the mediating effect of cognitive emotional regulation on the relationship between self-esteem and somatization symptoms in middle school students. For the purpose of this study, a survey was conducted on 546 middle school students, and descriptive statistics, correlation and mediating effects analysis were performed. The analysis results are as follows. first, the self-esteem has a significant positive correlation with adaptive cognitive emotional regulation, and a significant negative correlation with maladaptive cognitive emotional regulation and somatization symptoms, and somatization symptoms had a significant negative correlation with maladaptive cognitive emotional regulation, but did not show a statistically significant correlation with adaptive cognitive emotional regulation. Second, in the relationship between self-esteem and somatization symptoms, the maladaptive cognitive emotional regulation had a partial mediating effect, but adaptive cognitive emotional regulation did not show a mediating effect. Based on the results of this study, methods to improve the somatization symptoms of middle school students were discussed, and the limitations of this study and suggestions for subsequent studies were presented.
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