긍정심리자본이 대학생의 삶의 만족도에 미치는 영향: 학업소진의 매개효과와 질적 경험 분석

초록

Objectives This study aims to analyze the impact of positive psychological capital on life satisfaction among uni versity students and to verify the mediating effect of academic burnout in this relationship. In addition, it seeks to explore students’ subjective experiences of academic burnout through qualitative analysis to gain deeper in sight into its underlying causes. Specifically, it investigates various factors that contribute to decreased life sat isfaction due to academic burnout, thereby proposing educational intervention strategies to help alleviate it. Methods A mixed-methods approach was employed, incorporating both quantitative and qualitative analyses. For the quantitative component, a survey was administered to 1,779 students enrolled at D University in Seoul. Validated scales were used to measure positive psychological capital (PsyCap), life satisfaction, and academic burnout. Analytical methods included descriptive statistics, correlation analysis, and hierarchical multiple re gression analysis (HMR). Results The analysis revealed that positive psychological capital had a significant positive effect on life sat isfaction, whereas academic burnout was found to have a negative impact on life satisfaction. Furthermore, aca demic burnout was shown to partially mediate the relationship between certain subcomponents of positive psy chological capital—hope, resilience, and self-efficacy—and life satisfaction. In the qualitative analysis, the major factors contributing to academic burnout were categorized into: ① academic and achievement-related factors, ② mental and emotional factors, ③ future and career anxiety factors, ④ environmental and interpersonal relationship factors, ⑤ physical and lifestyle habit factors, and ⑥ time and self-management factors. In particular, emotional exhaustion, feelings of inefficacy, and cynicism were identified as the core subcomponents of academic burnout. Conclusions This study empirically demonstrates that academic burnout among university students stems not only from academic or career-related stress but also from a combination of emotional, environmental, and physical factors. Based on these findings, universities should consider developing psychological and emotional support systems aimed at strengthening students' positive psychological capital and reducing academic burnout. Future research should investigate concrete intervention strategies to prevent academic burnout and enhance life satisfaction.

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