중학생의 정서적 학대 경험과 우울과의 관계: 정서인식명확성의 조절효과

초록

The purpose of this study is to examine the relationship between middle school students' emotional abuse experience, depression, and emotional awareness clarity, and to verify the moderating effect of emotional awareness clarity. To this end, four middle schools in Seoul and Gyeonggi-do were selected and data were collected through a self-reported survey of 283 middle school students attending on emotional abuse experience, depression, and emotional awareness clarity. For data analysis, SPSS 28.0 was used to confirm the correlation and moderating effect. As a result, First, Pearson correlation analysis found that middle school students' emotional abuse experiences had a significant positive correlation with depression, and that middle school students' emotional abuse experiences and emotional awareness clarity had a significant negative correlation. Second, emotional awareness clarity showed a moderating effect in the relationship between emotional abuse experience and depression. This shows that middle school students who have experienced parental emotional abuse feel depressed, and emotional awareness clarity serves as a buffer between emotional abuse and depression experienced by parents. Based on the results of this study, limitations and suggestions for follow-up research were discussed.

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