본 연구는 학교상담 추구 태도에 영향을 미치는 심리적 변인으로서 사회적 성취목표와 상담에 대한 사회적 낙인의 영향력을 분석하였다. 사회적 성취목표의 경우 사회적 숙달 및 사회적 수행으로 구분하고 사회적 수행을 다시 사회적 수행접근과 사회적 수행회피로 세분하여 사회적 성취목표의 하위 변인과 상담에 대한 사회적 낙인 및 학교상담 추구 태도의 관계를 파악하였다. 특히 사회적 성취목표가 학교상담 추구 태도에 미치는 영향의 관계에서 상담에 대한 사회적 낙인의 매개효과를 검증하였다. 이를 위해 서울 및 경기도에 재학 중인 중학생 439명의 설문조사를 바탕으로 일련의 회귀분석을 실시하였다. 연구결과 사회적 숙달 목표와 학교상담 추구 태도의 관계에서 상담에 대한 사회적 낙인은 완전 매개효과를 나타내었다. 즉 사회적 숙달 목표 성향이 강할수록 사회적 낙인을 낮게 지각하여 결국 상담에 대해 긍정적인 태도를 가졌다. 또한 사회적 수행 목표 중 오직 수행회피 목표만 학교상담 추구 태도의 관계에서 상담에 대한 사회적 낙인이 완전 매개효과를 나타내었다. 즉 사회적 수행 회피 성향이 강할수록 사회적 낙인을 높게 지각하여 결국 상담에 대해 부정적인 태도를 보였다. 본 연구의 결과를 바탕으로 효과적인 학교상담 개입 전략과 활성화 방안을 논의하였고 연구의 의의와 한계를 제시하였다.
This study investigated the influence of students’ social achievement goal and social stigma on their school counseling attitude. In particular, social achievement goal in this study was categorized as two sub-goals of social mastery goal and social performance goal. The social performance goal was also categorized as two sub-goals of social performance-approach goal and social performance-avoid goal as well. 439 middle school students in Seoul and Gyeonggi province participated in this study. Especially, the mediating effect of social stigma on the relationships between social achievement goal and school counseling attitude was investigated. The results showed that social stigma was identified as a perfect mediator between social mastery goal and school counseling attitude, so students with higher social mastery goal were more likely to have lower social stigma, thereby showing more positive attitude toward school counseling. The social stigma was also found as a perfect mediator between social performance-avoid goal and school counseling attitude. In other words, students with higher social performance-avoid goal were more likely to have higher social stigma, thereby showing more negative attitude toward school counseling. Effective counseling interventions based on the results were discussed and recommendation was provided for the future research.
This study investigated the influence of students’ social achievement goal and social stigma on their school counseling attitude. In particular, social achievement goal in this study was categorized as two sub-goals of social mastery goal and social performance goal. The social performance goal was also categorized as two sub-goals of social performance-approach goal and social performance-avoid goal as well. 439 middle school students in Seoul and Gyeonggi province participated in this study. Especially, the mediating effect of social stigma on the relationships between social achievement goal and school counseling attitude was investigated. The results showed that social stigma was identified as a perfect mediator between social mastery goal and school counseling attitude, so students with higher social mastery goal were more likely to have lower social stigma, thereby showing more positive attitude toward school counseling. The social stigma was also found as a perfect mediator between social performance-avoid goal and school counseling attitude. In other words, students with higher social performance-avoid goal were more likely to have higher social stigma, thereby showing more negative attitude toward school counseling. Effective counseling interventions based on the results were discussed and recommendation was provided for the future research.
