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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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본 연구의 목적은 장기화된 코로나 시대에 화상통화 방식으로 실시한
수용전념치료(ACT) 프로그램이 대학생의 대인관계문제 및 정서표현양
가성에 미치는 효과를 검증하였다. 이를 위해 문현미(2006)가 개발한 ACT
프로그램을 참고하여 사용하였다.
프로그램은 총 8회기로 구성되었고, 매주 1회, 회기 당 60~90분으로 진
행되었다. 연구참여자는 부산광역시에 위치한 D대학교 대학생 중 신청을
받아 20명을 무선표집으로 선정한 뒤, 10명을 실험집단, 나머지 10명을
통제집단으로 배정하여 프로그램을 실시하였다. 이 중 실험집단 2명, 통
제집단 1명이 탈락하여 최종 17명이 연구에 참여하였다. 실험집단은 화
상통화 프로그램으로 10명의 집단원을 초대하여 화상통화 방식으로 진행
하였다. 프로그램을 실시하기 전, 대인관계문제 척도, 정서표현양가성 척
도를 실시하였고, 프로그램 종료 후, 사후와 추수 검사를 실시하여 프로
그램 효과를 검증하였다. 두 집단 간 동질성 검증을 위해 각 종속 변인
의 사전점수를 일원배치 분산분석(One-Way ANOVA)으로 실시하였다.
그리고 연구문제 검증을 위해 실험집단과 통제집단의 점수를 비교하는 이
원배치 반복측정 분산분석(Two-Way RM ANOVA)을 실시하였다. 본 연
구의 결과는 다음과 같다.
첫째, ACT 프로그램에 참여한 실험집단은 통제집단에 비해 대인관계
문제가 유의하게 감소되었고, 추후에도 지속되었다. 그리고 대인관계문제
하위영역 중 친애는 유의하게 감소되었고, 추후에도 지속되었다. 그러나
통제-지배에서 유의한 변화는 확인되지 않았다.
둘째, ACT 프로그램에 참여한 실험집단은 통제집단에 비해 정서표현
양가성이 유의하게 감소되었고, 추후에도 지속되었다. 그리고 정서표현양
가성 하위영역 중 관계관여적 양가성은 유의하게 감소되었고, 추후에도
지속되었다. 그러나 자기방어적 양가성에서 유의한 변화는 확인되지 않
았다.
본 연구 결과, 화상통화 방식으로 진행된 ACT 프로그램은 대학생의
대인관계문제 및 정서표현양가성을 감소시키는데 효과적임을 확인하였
다. 따라서 장기화된 코로나 시대 속 화상통화 방식으로 진행된 ACT 프
로그램은 대학생의 정신건강을 증진시키는 프로그램으로 유용하게 활용
될 수 있을 것으로 생각된다.
수용전념치료(ACT) 프로그램이 대학생의 대인관계문제 및 정서표현양
가성에 미치는 효과를 검증하였다. 이를 위해 문현미(2006)가 개발한 ACT
프로그램을 참고하여 사용하였다.
프로그램은 총 8회기로 구성되었고, 매주 1회, 회기 당 60~90분으로 진
행되었다. 연구참여자는 부산광역시에 위치한 D대학교 대학생 중 신청을
받아 20명을 무선표집으로 선정한 뒤, 10명을 실험집단, 나머지 10명을
통제집단으로 배정하여 프로그램을 실시하였다. 이 중 실험집단 2명, 통
제집단 1명이 탈락하여 최종 17명이 연구에 참여하였다. 실험집단은 화
상통화 프로그램으로 10명의 집단원을 초대하여 화상통화 방식으로 진행
하였다. 프로그램을 실시하기 전, 대인관계문제 척도, 정서표현양가성 척
도를 실시하였고, 프로그램 종료 후, 사후와 추수 검사를 실시하여 프로
그램 효과를 검증하였다. 두 집단 간 동질성 검증을 위해 각 종속 변인
의 사전점수를 일원배치 분산분석(One-Way ANOVA)으로 실시하였다.
그리고 연구문제 검증을 위해 실험집단과 통제집단의 점수를 비교하는 이
원배치 반복측정 분산분석(Two-Way RM ANOVA)을 실시하였다. 본 연
구의 결과는 다음과 같다.
첫째, ACT 프로그램에 참여한 실험집단은 통제집단에 비해 대인관계
문제가 유의하게 감소되었고, 추후에도 지속되었다. 그리고 대인관계문제
하위영역 중 친애는 유의하게 감소되었고, 추후에도 지속되었다. 그러나
통제-지배에서 유의한 변화는 확인되지 않았다.
둘째, ACT 프로그램에 참여한 실험집단은 통제집단에 비해 정서표현
양가성이 유의하게 감소되었고, 추후에도 지속되었다. 그리고 정서표현양
가성 하위영역 중 관계관여적 양가성은 유의하게 감소되었고, 추후에도
지속되었다. 그러나 자기방어적 양가성에서 유의한 변화는 확인되지 않
았다.
본 연구 결과, 화상통화 방식으로 진행된 ACT 프로그램은 대학생의
대인관계문제 및 정서표현양가성을 감소시키는데 효과적임을 확인하였
다. 따라서 장기화된 코로나 시대 속 화상통화 방식으로 진행된 ACT 프
로그램은 대학생의 정신건강을 증진시키는 프로그램으로 유용하게 활용
될 수 있을 것으로 생각된다.
목차
Ⅰ. 서 론··············································································································· 11. 연구의 필요성 및 목적············································································ 12. 연구가설 ······································································································ 63. 용어의 정의································································································ 6가. 수용전념치료························································································ 6나. 대인관계문제························································································ 7다. 정서표현양가성 ···················································································· 7라. 코로나19 ································································································ 7마. 화상통화 ································································································ 8Ⅱ. 이론적 배경·································································································· 91. 수용전념치료······························································································ 92. 대인관계문제···························································································· 133. 정서표현양가성 ························································································ 15Ⅲ. 연구방법······································································································ 181. 연구대상 및 절차···················································································· 182. 실험설계 ···································································································· 193. 측정도구 ···································································································· 19가. 대인관계문제 척도············································································ 19나. 정서표현양가성 척도 ········································································ 21다. 수용전념치료 프로그램 ···································································· 224. 연구절차 ···································································································· 255. 자료 처리 및 분석 ·················································································· 27Ⅳ. 연구결과······································································································ 281. 집단 간 사전 동질성 검증···································································· 282. ACT 프로그램이 대학생의 대인관계문제에 미치는 효과············· 293. ACT 프로그램이 대학생의 정서표현양가성에 미치는 효과········· 33Ⅴ. 논의 및 제언······························································································ 381. 논의············································································································ 382. 제한점 및 제언 ························································································ 42참고문헌 ········································································································· 44부록 ················································································································· 54부록 1. 척도 설문지 ················································································ 54부록 2. ACT 프로그램 메뉴얼 ····························································· 62ABSTRACT ································································································· 88
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