본 연구의 목적은 청소년들을 대상으로 자기조절능력과 학업스트레스와의 관계에서 낙관성의 조절효과를 검증하고자 하는 것이다. 이를 위해 중·고등학생 321명에게 자기조절능력, 학업스트레스 및 낙관성을 측정하였다. 그 결과, 첫째, 자기조절능력의 하위요인인 자기조절양식 및 낙관성은 학업스트레스와 유의한 부적 상관 관계를, 의지적 억제양식은 학업스트레스와 유의한 정적 상관 관계를 나타내었다. 둘째, 자기조절양식과 낙관성을 함께 고려했을 때는 낙관성이 학업스트레스에 유의한 영향을 미쳤으며, 의지적 억제양식과 낙관성을 함께 고려했을 때는 의지적 억제양식과 낙관성이 학업스트레스에 유의한 영향을 미쳤다. 셋째, 청소년의 자기조절양식과 학업스트레스와의 관계에서 낙관성의 조절효과가 유의미하게 나타났다. 자기조절양식이 낮은 청소년들은 낙관성이 낮을 때 보다 높을 때 학업스트레스를 적게 받는 반면 자기조절양식이 높은 청소년들은 낙관성이 높을 때보다 낮을 때 학업스트레스를 적게 받았다. 이러한 결과는 상담 장면에서 자기조절양식이 부족할지라도 낙관성을 높여준다면 학업스트레스를 감소시킬 수 있으며, 자기조절양식과 낙관성이 모두 높은 것이 학업스트레스를 가중시킬 수 있음을 시사한다.

This study aims to examine the moderating effect of optimism in the relationship between self-regulation ability and academic stress among adolescents. To this end, a survey on self-regulation ability, academic stress and optimism was carried out with 321 middle school and high school students. The findings are as follows: First, optimism and self-regulation mode that is a sub-factor of self-regulation ability, showed significant negative correlations with academic stress. While Volitional inhibition mode that is a sub-factor of self-regulation ability showed a significant positive correlation with academic stress. Second, when considering self-regulation mode and optimism, optimism was shown to have a significant effect on academic stress, while volitional inhibition mode and optimism had a significant effect when volitional inhibition mood and optimism were considered. Finally, the optimism was found to moderate the relationship between self-regulation mode and academic stress. Namely, Adolescents with low self-regulation mode were found less stressed when they are highly optimistic rather than when they are less optimistic. While Adolescents with high self-regulation mode were found less stressed when they are little optimistic rather than when they are highly optimistic. These results suggests that in counselling, enhancing optimism in adolescents with low self-regulation mode can help to reduce the academic stress, While high optimism with high self-regulation mode may have a negative impact on academic stress.