기본심리욕구 만족 및 좌절과 수업참여 및 수업이탈의 관계에서 적응적 및 부적응적 학업스트레스 대처의 이중과정효과

초록

This study examined differential relationships between basic psychological needs, stress appraisals, emotions, coping strategies, and adjustment in the academic domain based on a dual-process model. Data from 571 Korean middle school students were analyzed using structural equation modeling. The results showed that the bright pathways involving needs satisfaction, challenge appraisals, positive emotions, adaptive coping strategies, and engagement were distinct from the dark pathways involving needs frustration, threat appraisals, negative emotions, maladaptive coping strategies, and disengagement. Some crossover paths emerged as significant, suggesting that coping mechanisms can be better represented by adopting the dual-process model that features both bright and dark pathways with crossover effects. Needs satisfaction had a significant indirect effect on engagement through challenge appraisals, positive emotions, and adaptive coping strategies. The effect of needs frustration on disengagement was mediated by threat appraisals, negative emotions, and maladaptive coping strategies. Moreover, significant and positive paths were found between adaptive coping strategies and engagement and between maladaptive coping strategies and disengagement. A significant negative relationship was observed between adaptive coping strategies and disengagement. However, no significant relationship was found between maladaptive coping strategies and engagement. These findings provide insights into academic coping mechanisms. Educational Impact and Implications : Empirical support for the dual-process model featuring both adaptive and maladaptive coping contributes to interventions designed to facilitate adaptive coping and weaken maladaptive coping. To successfully promote students’ academic adjustment in academically stressful situations, satisfying basic psychological needs without thwarting them is important, which will increase engagement but decrease disengagement via stress appraisals, emotions, and coping strategies. Furthermore, students should be provided with specific information on effective coping strategies and enough opportunities to use them.

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