예비교사의 불확실성에 대한 인내력 부족이 학업열의에 미치는 영향: 자기자비의 매개효과

초록

The purpose of this study is in order to help pre-service teachers, who are individuals facing uncertainty as they aspire to become educators while navigating a rapidly changing social environment, maintain academic well-being. Specifically, it seeks to clarify the association among intolerance of uncertainty, self-compassion, and academic engagement. With this aim, an online survey was conducted with a total of 345 participants, predominantly from the Seoul Metropolitan Area, including graduate students from schools of education and undergraduate students from both specialized teacher training colleges and non-teacher training colleges with teacher education programs. The research findings of this study are presented as follows. Self-compassion was found to directly mediate the relationship between intolerance of uncertainty and academic engagement. This result suggests intolerance of uncertainty does not directly lower academic engagement but rather reduces self-compassion, and the decreased self-compassion then lowers academic engagement. Therefore, this study implies that intervention programs aimed at mitigating intolerance of uncertainty and enhancing self-compassion are necessary to maintain academic engagement among pre-service teachers preparing for the teacher certification exam. Given these research findings, this study verified the mediating effect of self-compassion on the association between intolerance of uncertainty and academic engagement, addressed the implications and limitations of this study, and provided suggestions for further meaningful research.

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