청소년의 심리사회적 학교환경, 학업스트레스, 우울·불안, 인터넷 의존도의 구조적 관계에 관한 연구 = A study on the structural relationship between perceived school climate, academic stress, depression/anxiety, and Internet dependence in adolescents

국문 초록 (Abstract)

연구목적 본 연구는 청소년을 대상으로 심리사회적 학교환경, 학업 스트레스, 우울과 불안, 인터넷의존도의 구조적 관계를 분석하였다. 연구방법 본 연구에서 자료는 2021년 한국복지패널조사 16차부가조사를 활용하였으며, 고등학생 337명을 분석 대상으로 하였다. 본 연구는 SPSS와 AMOS 프로그램을 이용하여 빈도분석, 상관관계 분석, 확인적 요인 분석, 구조방정식 모형 분석을 하였다. 매개효과(변수들의 간접효과)의 통계적 유의성은 부트스트래핑 방법을 통해 검증되었다. 결과 구조방정식 모형 분석 결과, 우울과 불안은 인터넷 의존도를 증가시켰으며, 청소년이 학교환경을 긍정적으로 인식할수록 우울과 불안은 낮아졌다. 긍정적으로 인식된 학교환경은 인터넷 의존도를 직접적으로 감소시켰을 뿐만 아니라, 우울과 불안을 감소시킴으로써 인터넷 의존도를 간접적으로 감소시켰다. 학업 스트레스는 우울과 불안을 직접적으로 증가시켰다. 학업 스트레스는 인터넷 의존도에 직접적인 영향을미치지는 않으나, 우울과 불안의 증가를 통해 간접적으로 인터넷 의존도를 증가시키는 것으로 나타났다. 결론 본 연구는 이러한 결과의 실천적·정책적 시사점을 제시하였다.

다국어 초록 (Multilingual Abstract)

Purpose We examined structural relationships between perceived school climate, academic stress, depression and anxiety, and Internet dependence using a sample of Korean adolescents. Methods The study recruited 337 high school students from the 16th wave of the supplementary survey of the Korea Welfare Panel Study collected in 2021. This study conducted frequency analysis, correlation analysis, confirmatory factor analysis, and structural equation model analysis using SPSS and AMOS programs. Results Depression and anxiety increased Internet dependence, Positively perceived school climate lowered depression and anxiety. Positively perceived school climate not only directly decreased Internet dependence but also indirectly decreased Internet dependence by decreasing depression and anxiety. Academic stress directly increased depression and anxiety. Although academic stress did not directly affect Internet dependence, it indirectly increased Internet dependence through increasing depression and anxiety. Conclusion We suggested practical and policy implications of the results.

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