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성과, 생산성, 자기계발이 점점 더 강조되는 현대 사회에서, 반복된 행동을 통해 개인이 자신의 정체성을 구성하는 방식은 새로운 중요성을 갖게 되었다. 제임스 클리어의『작은 습관의 힘』은 행동 변화에 대한 실천적이고 연구 기반의 접근을 제시하며, 작고 일관된 습관이 정체성과 지속적인 변형의 기초를 이룬다고 강조한다. 한편 전혀 다른 영역처럼 보이는 W.B. 예이츠의 시는 상징적·철학적·영적 탐구를 통해 의례, 반복, 그리고 변화하는 자아라는 유사한 개념을 다룬다. 본 논문은 클리어의 행동과학과 예이츠의 시적 통찰 사이의 연관성을 탐구하며, 표현 방식의 차이에도 불구하고 두 사상가 모두 개인의 성장에 있어 반복의 중요성을 강조한다고 주장한다. 클리어의 ‘행동 변화의 네 가지 법칙’과 예이츠의 상징적 ‘가이어’ 개념을 함께 분석함으로써, 습관과 정체성의 관계가 의도적 행위와 존재론적 성찰이 상호작용하는 복합적 과정임을 밝힌다. 또한 본 연구는 각 사상가가 행위 주체성과 결정론 사이의 균형을 어떻게 사유하는지, 그리고 행동이든 시적 창작이든 ‘훈련’이 어떻게 ‘되어감’의 의례로 기능하는지를 고찰한다. 습관과 정체성에 관한 기존 연구 틀 속에서 클리어와 예이츠를 대화적으로 배치함으로써, 본 연구는 자아에 대한 다학제적 관점을 제시하며, 반복의 변형적 성격을 통해 인간의 잠재력을 계발하는 경로로서 습관과 예술이 모두 기능할 수 있음을 제안한다.

In a world that is increasingly focused on performance, productivity, and self-improvement, the way individuals construct their identities through repeated actions has gained new importance. James Clear’s Atomic Habits provides a practical, research-based approach to behavior change, emphasizing that small, consistent habits are the building blocks of identity and long-lasting transformation. In what may seem like a different domain, the poetry of W.B. Yeats delves into similar concepts—ritual, recurrence, and the evolving self—through symbolic, philosophical, and spiritual exploration. This article investigates the connection between Clear’s behavioral science and Yeats’s poetic insights, positing that both figures, despite their different forms of expression, highlight repetition as essential to personal growth. By examining Clear’s Four Laws of Behavior Change alongside Yeats’s symbolic representation of the gyre, the relationship between habit and identity is revealed as a complex interplay influenced by intentional action and existential contemplation. The article also looks into how each thinker navigates the balance between agency and determinism, and how discipline—whether in behavior or poetry—serves as a ritual of becoming. By placing Clear and Yeats in conversation within the framework of existing research on habit and identity, this study provides a multidisciplinary perspective on the self, proposing that both habit and art are avenues for cultivating human potential through the transformative nature of repetition.

본 연구는 질적 메타분석을 활용하여 청소년의 예술심리치료 경험에서 도출된 내러 티브를 분석하여 이들의 정체성 변화 양상을 탐색하는데 목적이 있다. 이를 위해 청소년을 대상으로 예술심리치료를 시행한 개별 연구물의 종합적인 질적 메타분석을 통해 해당 주제 관련 축적된 지식을 얻고 확장된 결론을 도출하였다. 질적 메타분석 수행을 위해 KCI 등재 지에 게재된 질적 연구논문 11편을 선정하여 분석하고 상위 범주 6개와 하위 범주 12개를 도출하였다. 상위 범주는 불안정한 자아정체성에서 ‘훼손된 자아상’, ‘왜곡된 자기표현’, 정체성 찾아가기에서 ‘혼란스러운 양가적 욕구’, ‘나를 만나는 안전한 공간’, 미래지향의 정체성 변화에서 ‘주체적인 상호작용’, ‘성장과 변화의 역동성’이다. 위 결과의 함의는 첫째, 청소년은 예술심리치료 경험을 통해 진정한 자아와 만남으로 자기개념을 확립하였다. 둘째, 예술심리치료는 청소년의 정체성 형성 과정에서 심리 적·물리적으로 안전한 치료의 장이 되었다. 셋째, 청소년은 예술치료 경험을 통해 미래 지향의 정체성 성장을 이루어 주체적 변화를 이루었다. 연구 결과에 따른 향후 연구 및 시사점을 제시하였다.

The purpose of this study was to analyze narratives from adolescents’ experiences with art therapy using a qualitative meta-analysis to explore how their identities change. To this end, a comprehensive qualitative meta-analysis of individual studies of art psychotherapy with adolescents was conducted to gain accumulated knowledge on the topic and to draw expanded conclusions. To conduct the qualitative meta-analysis, 11 qualitative research articles published in KCI journals were selected and analyzed, and 6 top categories and 12 subcategories were derived. The top categories are “damaged self-concept” and “distorted self-expression” in unstable self-identity, “confused ambivalence” and “safe space to meet oneself” in identity search, “subjective interaction” and “dynamics of growth and change” in future-oriented identity change. The implications of the above findings are, first, that the adolescents established their self-concept by encountering their authentic selves through the art psychotherapy experience. Second, art therapy became a psychologically and physically safe place for adolescents in the process of identity formation. Third, the adolescents achieved subjective change through future-oriented identity growth through the art therapy experience. Recommendations for future research and implications based on the findings of this study are presented.

본 연구는 질적 메타분석을 활용하여 청소년의 예술심리치료 경험에서 도출된 내러 티브를 분석하여 이들의 정체성 변화 양상을 탐색하는데 목적이 있다. 이를 위해 청소 년을 대상으로 예술심리치료를 시행한 개별 연구물의 종합적인 질적 메타분석을 통해 해당 주제 관련 축적된 지식을 얻고 확장된 결론을 도출하였다. 질적 메타분석 수행을 위해 KCI 등재 지에 게재된 질적 연구논문 11편을 선정하여 분석하고 상위 범주 6개와 하위 범주 12개를 도출하였다. 상위 범주는 불안정한 자아정체성에서 ‘훼손된 자아상’, ‘왜곡된 자기표현’, 정체성 찾아가기에서 ‘혼란스러운 양가적 욕구’, ‘나를 만나는 안전한 공간’, 미래지향의 정체성 변화에서 ‘주체적인 상호작용’, ‘성장과 변화의 역동성’이다. 위 결과의 함의는 첫째, 청소년은 예술심리치료 경험을 통해 진정한 자아와 만남으로 자기개념을 확립하였다. 둘째, 예술심리치료는 청소년의 정체성 형성 과정에서 심리 적·물리적으로 안전한 치료의 장이 되었다. 셋째, 청소년은 예술치료 경험을 통해 미래 지향의 정체성 성장을 이루어 주체적 변화를 이루었다. 연구 결과에 따른 향후 연구 및 시사점을 제시하였다.

The purpose of this study was to analyze narratives from adolescents’ experiences with art therapy using a qualitative meta-analysis to explore how their identities change. To this end, a comprehensive qualitative meta-analysis of individual studies of art psychotherapy with adolescents was conducted to gain accumulated knowledge on the topic and to draw expanded conclusions. To conduct the qualitative meta-analysis, 11 qualitative research articles published in KCI journals were selected and analyzed, and 6 top categories and 12 subcategories were derived. The top categories are “damaged self-concept” and “distorted self-expression” in unstable self-identity, “confused ambivalence” and “safe space to meet oneself” in identity search, “subjective interaction” and “dynamics of growth and change” in future-oriented identity change. The implications of the above findings are, first, that the adolescents established their self-concept by encountering their authentic selves through the art psychotherapy experience. Second, art therapy became a psychologically and physically safe place for adolescents in the process of identity formation. Third, the adolescents achieved subjective change through future-oriented identity growth through the art therapy experience. Recommendations for future research and implications based on the findings of this study are presented.

Perpose There are no interventional study results directed at maternal identity development education,including all stages of maternity role attainment, for expectant mothers with healthy babies. This research was conducted to assess the effect of maternal identity development education on the maternity role attainment and my baby perception of primigravidas. Methods The research was carried out by using pretest-posttest quasi-experimental model with control group. A total of 120 mothers and their babies participated in this study. In the collection of the data, Personal Information Form, Semantic Differentation Scale-Myself as Mother and My Baby and the Pharis Self-Confidence Scale were used. Results It was detected that the training of identification development given for the mothers increased score averages taken from the scales of Myself as Mother, My Baby and the Pharis Self-Confidence Scale; this increase was statistically significant. There was a significant positive correlation between the Pharis Self-Confidence Scale post-test score averages and scales of Myself as Mother and My Baby. Conclusions Nurses should offer maternal identity development education, support the baby perception process in the early postnatal stages, and help develop the self-confidence of the mother in order for mothers to develop successful motherhood behaviors. Maternal identity development education should be routinely offered to all expectant mothers by specialized nurses, not just to primigravidas. There is a requirement for similar studies to be conducted on broader populations related to the subject.

Technology has bridged the gap between the world and cognition, and the new era of urban competition on the world stage has been announced. Theoretical research about city branding is getting more advanced globally. However, only a very few successful practical city-branding cases can be found so far. With the increasingly diversified development of cities, metropolises particularly need a strong brand identity to attract capital and opportunities while enhancing the cohesion of residents. Supported by more policies and funds from the government, the metropolitan cities may still not earn a better ranking in the world. However, a precise positioning and effective communication system always create a good impression. Especially in the post-Covid-19 era, it is more convenient to obtain information. A lack of integrated and complex information will reduce the unity and trust of the city (brand). A strong brand will enhance the image value and credibility of the city, thereby bringing more development opportunities for the city, residents, companies, visitors, and investors. From the analysis of the research trends of WoS, the research field of city brand identity has shown an upward trend in recent years. Most of the research is in theoretical research and social sciences; visual communication design accounts for only 5.6%. This article is compiled based on the 2017 master’s thesis, combining the creative method of commercial brand theory, and repositioning Guangzhou to establish a strategic system for developing a robust global city brand identity.

My principal concern in this essay is a reapplication of Erik Erikson’s developmental theory to female identity development in terms of his psychosocial theory, evaluating the feminist application regarding women’s connectedness. Erikson describes human development in his eight-stage theory of life cycle development. Based upon this theoretical framework, Erikson poses the matter of identity in the fifth stage of identity versus identity confusion as more central than in any of the other eight stages. In his view, the process of identity formation is linear in his epigenetic principle, and thus, a sense of identity may be achieved before the next stage of intimacy versus isolation. However, some feminist researchers criticize Erikson’s identity developmental model as being conceived in terms of male development, not female development. They may raise a question of whether Erikson’s consideration of female identity development can show that women’s identity development is inferior to men’s development. They focus on women’s interpersonal relatedness or connectedness, regarding intimacy, which has been over looked as a crucial issue in female identity development. Nevertheless, on the basis of Josselson’s four pathways to identity formation, I examine that women’s connectedness may vary to some extent, regarding their identity formation and development, and that these differences can be largely derived from the discontinuity between traditional values and changing values amidst social changes. Therefore, Erikson’s suggestion for female identity development needs to be reconsidered in terms of the connection between social changes and female identity formation, on the basis of his psychosocial perspective of identity and social validation. This work must be helpful to understand women’s identity in this socio-cultural context, and even in Christianity, and to probe pastoral counseling for women on the psychological theoretical basis.

This study examines the identity development of Korean graduate students who worked as tutors of English writing at a Korean university, outside of the context of a writing studio. While many studies have been conducted to better understand the experiences of writing tutors at writing centers, several scholars have emphasized the importance of examining the identity construction of writing tutors who work outside writing centers. They argue that these tutors have more flexibility in developing their own identities compared with writing center tutors, who are more likely to have predetermined roles required of them by writing centers. This study, therefore, focuses on four graduate students who received training on giving feedback in a graduate course and tutored undergraduate students. The analysis of interview data and their feedback to tutees’ written texts illustrates that these four graduate students felt insecure as writing tutors, but that they utilize their perspectives as both teacher and student when giving feedback. According to Lave and Wenger’s situated learning, these tutors are taking steps towards full participation from legitimate peripheral participants by participating in the community of practice. Further studies can investigate how writing tutors develop and change their identities across other multilingual and local contexts.

The changing landscape of higher education (HE) and the expansion of academic work have impacted on academic identity development. However, there is very little known about the academic identity development of English language teachers who transition from teaching in the school sector to working in higher learning institutions in Malaysia. This paper thus seeks to explore how university English teachers’ (UET) academic identities are developed and to identify factors that are pertinent to this development through the lens of self-concept. Data were obtained from semi-structured interviews and the analysis was done using the framework of self-concept. The findings reveal that UETs’ self-concepts are dynamic constructs influenced by multiple internal and external factors from their past and present contexts. When UETs were placed into a new setting, they had to reflect on and re-evaluate their abilities in order to adapt to internal and situational changes. Self-concept thus played a role in restructuring the self and is strongly associated with motivation and is driven by goals for self-improvement. The findings of this study suggest that strategies which can support and sustain a positive transition for UETs into academia be implemented to ensure improved recruitment and retention.

This study aimed to explore whether the experience of being respected at the Regional Center for Children influences the development of career identity through self-esteem and school adaptation. To investigate this, the study analyzed the hypothesized model using responses from 438 first-year middle school students (50.7% male) obtained from the 4th Wave of the second panel of Children's Panel Survey at the Regional Center for Children. The study revealed that experiences of rights being respected at the Regional Center for Children influenced the development of career identity through self-esteem and school adaptation. In other words, higher levels of self-esteem were observed when their rights were respected at the Center, facilitating better school adaptation, and ultimately leading to the development of career identity. The study concluded that the respect of children’s rights at the Regional Center played a critical role in their overall development and outlined implications for future research and practice.

이 연구는 유럽시민권 제도가 유럽정체성의 발전에 기여했는가를 산정해 보기 위한 것이다. 일반적으로 유럽시민권은 유럽연합 회원국 시민들 사이에‘유럽인 의식’을 고무하기 위한 목적으로 형성되었기 때문에‘유러피언 데모스’를 형성하기 위한 강력할 도구라고 인정되고 있다. 따라서 유럽시민권과 유럽정체성은 서로 긴밀하게연계되어 있다고 가정되고 있다. 이 연구는 유럽시민권 제도의 형성 이전과 이후의 유로바로미터 여론조사를 평가하여 이러한 가정이 유럽 시민들의 태도와 신념과 일치하는가를 판단하기 위한 것이다. 유로바로미터 조사 결과는 현실이 위에서 언급한 가정과 다르다는 것을 보여주고 있다. 유럽연합, 유럽연합의 상징과 정책에 대한 충성을 통해서 투영되어 나타나는 유럽정체성은 1990년대와 2000년대에 정체되어 있었고, 1980년대에 비해 많은 발전을 하지 못했다. 결국 유럽시민권 제도의 형성 이후 유럽시민들 사이에서 유럽시민 의식은 크게 향상되지 못했다. 결과적으로 유럽정체성은 현재까지 약 60여년의 유럽통합 기간 동안 긍정적으로 발전하지 못했다고 할 수 있다.

This study purports to assess if European Citizenship has contributed to the development of European identity. It is assumed that European Citizenship represents a strong instrument for forming a‘European demos’, with a distinctly European identity, because it was created to instill‘European consciousness’among nationals of member countries. European Citizenship and European identity are, therefore, believed to be strongly interrelated. This study attempts to verify whether such an assumption coincides with the attitudes and beliefs of European citizens by assessing the responses to a Eurobarometer surveys before and after the creation of European Citizenship. The survey results show that reality differs from the above assumption. European identity, projected through loyalty to the EU and its symbols and policies and a feeling of citizenship, was stable during the 1990s and 2000s and did not develop much with respect to the 1980s. The feeling of citizenship among European citizens did not notably improveafter the establishment of European Citizenship. In conclusion, European identity has not developed in a strictly positive sense during the 60 years of European integration to date.

Although locality has been considerably discussed in the area of teaching of English as a foreign language, little is known how it relates to young learners’ motivation and their sense of national identity. Framed by Canagarajah’s (2005) local reclamation, this descriptive qualitative study investigates the potential impact of using Indonesian heritage narratives in English teaching on students’ motivation to learn English and the development of their sense of national identity. Data are generated from English text-book analysis, a questionnaire administered to 100 students of junior and senior high schools and 20 English teachers followed by semi-structured interviews on the use of heritage narratives in the classroom. Students’ motivation in the foreign language was classified into Dörnyei’s (1994) types; language, learner, and learning situation. Meanwhile, students’ identity development was analysed by Kelman’s (1998) agency of identity development and Guibernau’s (2007) dimensions of national identity. Analysis reveals that students’ familiarity with the topic of heritage narratives can improve their language skills and motivation to learn English. How these heritage narratives can also lead to heightened sense of national pride, involving cultural, psychological and territorial dimensions is further explored.

본 연구의 목적은 대학생을 대상으로 상향사회비교와 부정적 자기평가의 관계를 정체성 발달과 학년이 조절하는지 확인하는 것이었다. 정체성 발달에 대한 이중순환모형을 바탕으로 정체성 발달을 측정했고, 상향사회비교 상황이 자기평가에 미치는 부정적 영향을 정체성 발달 변인 중 전념 변인들(전념 생성, 전념 동일시)이 조절할 것으로 예상했다. 더불어 뛰어난 대학생으로 묘사된 상향사회비교 대상에 대해 느끼는 지각된 성취 가능성의 차이를 근거로, 상향사회비교 여부와 정체성 발달의 상호작용이 저학년과 고학년에게서 다르게 나타날 것으로 예상했다. 가설을 검증하기 위해, 총 121명의 국내 4년제 대학교 재학생을 대상으로 온라인 설문을 진행했다. 참여자들은 정체성 발달을 측정하는 척도에 응답하고, 각각 상향사회비교 조건과 통제 조건에 무선 할당되었으며, 자기평가에 관한 문항 및 대학교 학년을 포함한 인구통계학적 특성을 묻는 문항에 응답했다. 분석 결과, 정체성 발달 변인 중 전념 생성 혹은 전념 동일시를 포함한 분석에서 상향사회비교 여부, 정체성 발달, 대학교 학년 간 유의한 삼원상호작용 효과가 관찰되었으며(전념 생성의 경우 경계선 상으로 유의), 저학년과 달리 고학년에서만 자기평가에 대해 상향사회비교 여부와 정체성 발달 변인의 이원상호작용 효과가 유의하게 나타났다. 즉, 전념 생성 혹은 전념 동일시가 낮은 고학년의 경우 상향사회비교 조건에서 통제 조건에 비해 자기평가가 유의하게 낮게 나타난 반면, 전념 생성이나 전념 동일시가 높은 고학년의 경우 상향사회비교 조건과 통제 조건에서 자기평가의 차이가 나타나지 않았다.

The purpose of this study was to investigate the moderating role of identity development and college year in the relation between upward social comparison and negative self-evaluation among college students. Based on the dual-cycle model proposed by Luyckx et al. (2006, 2008), we hypothesized that commitment variables (commitment making and identification with commitment) would moderate the negative effect of upward social comparison on self-evaluation. Additionally, we expected that the interaction between upward social comparison and identity development would vary between lower-year and upper-year students due to differences in the perceived attainability of the target’s success. A total of 121 undergraduate students completed a measure of identity development, were randomly assigned to either the upward social comparison condition or control condition, completed a self-evaluation measure, and reported their college year. As a result, we found significant three-way interactions among upward social comparison, college year, and commitment variables (marginally significant for commitment making). Specifically, the significant interaction between upward social comparison and commitment variables was observed only among upper-year students. This indicated that upper-year students with high commitment making or identification with commitment did not differ in their self-evaluation regardless of a condition they were assigned to, while those with low commitment making or identification with commitment exhibited lower self-evaluation in upward social comparison condition than the control condition.

본 연구는 남자대학생(N=175)의 정체성 발달과 음주문제의 관계를 밝혀보고자 시도되었다. 먼저 정체성 지위(혼미, 폐쇄, 유예 및 성취) 집단에 따른 음주관련 변인들에서의 차이를 확인해본 바, 음주문제의 정도에서만 유의한 차이가 나타났다. 특히 정체성 유예지위 집단은 음주문제의 정도가 가장 심한 위험 집단이며, 정체성 성취지위 집단은 상대적으로 음주문제가 덜한 집단이었다. 또한 각각의 정체성 지위 집단마다 음주문제와 보다 밀접한 관련이 있는 음주동기가 다르다는 것이 확인되었다. 그리고 음주문제를 기준으로 문제성 음주집단과 비문제성 음주집단을 구성하여 이들 집단간 정체성 내용 영역에서의 차이를 살펴보았는데, 문제성 음주집단은 관념-혼미, 관념-유예 및 대인-유예에서 비문제성 음주집단에 비해 더 높은 점수를 보였다. 반면 관념-성취에서는 비문제성 음주집단이 문제성 음주집단보다 더 높은 점수를 보였다. 끝으로 정체성 발달과 음주문제간의 관계에서 얻어진 시사점과 음주문제 예방을 위한 발달 자산 접근(the developmental assets approach)의 유용성에 대해 논의하였다.

This study examined the relationship between ego identity development and drinking problems. Four identity status (diffusion, foreclosure, moratorium, and achievement) groups were compared according to the degree of alcohol use, drinking motives and drinking problems, respectively. The significant difference among groups results came out only due to the degree of drinking problems. The moratorium group was most serious and at risk in the degree of drinking problems, but the achieved group reported relatively lower degree of drinking problems. It was also found that each identity status groups had different drinking motives resulting various drinking problems. Compared with non-problem drinkers, problem drinkers were higher in ideological diffusion, ideological moratorium, and interpersonal moratorium scores. On the other hand, non-problem drinkers reported higher ideological achievement score than problem drinkers. Finally suggestions on the relationship between identity development and drinking problems and the usefulness of applying ‘the developmental assets approach' for alcohol abuse prevention were provided.

본 연구는 지각된 부모의 학업성취압력과 자녀의 정신건강의 관계에서 정체성 발달의 매개효과를 확인하고자 하였다. 구체적으로, 지각된 부모의 학업성취압력과 자녀의 정신건강 간의 관계가 정체성 발달의 긍정적 측면과 부정적 측면 중 어느 측면을 통해 매개되는지 살펴보았다. 이를 위해 한국 대학생 110명을대상으로 온라인 설문을 진행하였다. 참여자들은 지각된 부모의 학업성취압력과 정체성 발달, 웰빙, 우울을 묻는 설문지에 응답하였다. 분석 결과, 지각된 부모의 학업성취압력은 참여자의 웰빙과는 부적, 우울과는 정적 상관관계에 있었다. 다음으로, 학업성취압력과 정신건강 관계에서 정체성 발달의 매개효과를 알아본 결과, 정체성 발달의 부정적 측면만이 유의하게 나타났다. 즉, 부모로부터 학업성취압력을 높게 지각한 참여자의 정체성은 제대로 발달하지 않았는데, 이는 곧 낮은 정신건강으로 이어졌다. 본 연구는 자녀가 지각한 부모의 학업성취압력과 자녀의 정신건강 간의 매개변인으로 정체성 발달을 제시하며 정체성발달의 긍정적 측면과 부정적 측면 중 부정적 측면이 두 변인의 관계를 매개한다는 것을 밝혔다는 점에서 의의가 있다. 연구 결과를 바탕으로 입시 경쟁이 치열한 한국사회에서 정체성 형성 과정에 대한 개입이 부모의 학업성취압력과 자녀의 정신건강 간의 관계에서 부정적 영향력을 상쇄할 수 있는 방안이 될수 있음을 시사하며 본 연구의 제한점과 후속 연구를 제안하였다

The present study aimed to examine the mediation effect of identity development between perceived parental academic achievement pressure (PPAAP) and mental health. Specifically, we examined whether the relation between PPAAP and mental health is mediated by the positive or negative aspects of identity development. Participants were 110 Korean college students. They completed online self-report questionnaires that included PPAAP, identity development, personal well-being, and depression. We found that PPAAP was negatively related to personal well-being and positively related to depression. Moreover, the relation between PPAAP and mental health was mediated only by the negative aspects of identity development. In other words, PPAAP was related to the negative aspects of identity development, which, in turn, was negatively associated with mental health. This study contributes to the literature in that it proposed identity development as a mediator between PPAAP and mental health and found that the negative, not positive, aspects of identity development mediated the relation. We suggest that institutional interventions that help develop identity can be an effective way to mitigate the negative impacts of PPAAP on mental health of children living in the highly competitive Korean society. Limitations and future research directions are also discussed.

Purpose: This study was done to explore the experiences of ego identity development in Korean nursing students. Methods: Data were collected from 16 nursing students through in-depth interviews. The main question was, “Could you tell me your experience of developing an ego identity?” Data were analyzed using Strauss and Corbin’s grounded theory methodology. Results: The core category of the experiences of ego identity development in Korean nursing students was ‘trying to be a different new person’. Action/interaction strategies were ‘solving the problem using experiences’, ‘making one’s own success story’, and ‘making harmony with others’. Consequences were ‘being sure of oneself as a new person’. Conclusion: Korean nursing students tried to use their experiences, achieve success, and harmonize with others. Their efforts were influenced by conflicts and supports of people around. Therefore, nurse educators should understand contextual and intervening conditions of nursing students, and try to help them achieve ego identities.

본 연구는 여성상담자의 상담자 전문직 정체성 발달경험을 탐색하고자 하였다. 이를 위해 3년 이상 5년 미만의 상담경력을 가진 여성상담자 8명을 심층면담하고 질적 연구방법 중의 하나인 근거이론 방법을 적용하여 분석하였다. 연구 결과 77개의 개념, 38개의 하위범주, 17개의 범주가 도출되었다. 중심현상으로는 ‘상담자로서 성장하고자 하는 의지와 열정’으로 밝혀졌으며, 이를 중심으로 참여자들의 경험에 관한 패러다임 모형이 도출되었다. 본 연구의 결과를 바탕으로 여성상담자의 상담자 전문직 정체성 발달과정의 경험의 실체를 논의하였으며 나아가 후속연구에 대한 제언을 하였다. 본 연구는 한국의 여성상담자의 상담자 전문직 정체성 발달에 관한 실제적인 이해를 도운 점에 그 의의가 있다.

The study examined female counselor’s counselor professional identity development experience. The grounded theory by Strauss and Corbin’s(1998) was adopted to elucidate the structure of their experiences. In-depth interviews with 8 female counselors who have counseling work experience for 3 years or more but less than five years were collected for the analysis. We deduced 77 concepts, 38 subcategories and 17 categories from the analysis and finally derived a paradigm model. The central phenomenon was ‘a passion and willingness to grow as a counselor’. We discussed the implication of the findings and suggested future research issues for counselor professional identity development.

본 연구의 목적은 부모의 양육태도와 청소년 자녀의 정신건강 간의 관계에서 정체성 발달의 매개효과를확인하는 것이다. 특히, 부모양육태도, 정체성 발달, 정신건강이라는 변인 모두 긍정적 측면과 부정적 측면을 구분하여 살펴봄으로써 부모양육태도가 정체성 발달을 통해 정신건강으로 이어지는 메커니즘을 세밀하게 검증하였다. 참여자로는 고등학교 3학년 학생 218명을 모집하였으며, 참여자들은 온라인으로 지각된 부모양육태도, 정체성 발달, 정신건강을 측정하는 설문에 응답하였다. 단순상관 분석 결과, 긍정적 양육태도(따스함, 자율성지지, 구조제공)는 웰빙과 정적 상관관계, 부적응과는 부적 상관관계를 보였으며, 부정적 양육태도(거부, 강요, 비일관성)는 반대의 경향을 보였다. 또한, 긍정적 양육태도는 확고한 정체성과정적 상관관계, 교란된 정체성과 정체성 결여와는 부적 상관관계에 있었고, 부정적 양육태도는 그 반대의관계를 나타냈다. 매개분석 결과, 자율성지지와 구조제공은 확고한 정체성을 통해 높은 정신적 웰빙과 낮은 부적응으로 이어졌고, 거부와 비일관성은 정체성 결여를 통해 낮은 웰빙과 높은 부적응으로 이어졌다. 추가로, 거부와 비일관성은 교란된 정체성을 통해 높은 부적응으로 이어졌다. 본 연구는 자녀의 정체성발달과 정신건강을 촉진하거나 저해하는 양육태도를 밝힘으로써, 부모양육태도와 정체성 발달, 정신건강간의 복잡한 관계를 심도 있게 이해하는 데 기여하였다. 본 연구의 결과는 자율성 욕구가 증가하는 청소년기의 발달적 특징과 정체성 형성의 발달과업을 고려할 때, 자율성을 지지하고 구조를 제공해주는 부모의 긍정적인 양육태도가 자녀의 정체성 발달과 정신적 건강으로 이어질 수 있음을 시사한다.

The present study examined the mediating role of identity development in the relation between parenting attitudes and adolescents' mental health. We examined the positive and negative aspects of parenting attitudes, identity development, and mental health to understand the mechanism by which parenting attitudes affect mental health through identity development. To do so, we recruited 218 high school seniors to complete an online survey about perceived parenting attitudes, mental health, and identity development. Zero-order correlation analyses revealed that positive parenting attitudes, characterized by warmth, support for autonomy, and structure, were positively associated with well-being and negatively associated with maladjustment, while negative parenting attitudes, characterized by rejection, coercion, and chaos, had the opposite associations. Furthermore, positive parenting attitudes were positively associated with consolidated identity and negatively associated with disturbed identity and lack of identity, while negative parenting attitudes had the opposite associations. Mediation analyses revealed that autonomy support and structure were associated with higher mental well-being and lower maladjustment via consolidated identity, while rejection and chaos were associated with lower well-being and higher maladjustment via lack of identity. In addition, rejection and chaos were associated with higher maladjustment via disturbed identity. By identifying how parenting attitudes affect adolescent identity development and mental health, this study contributes to a deeper understanding of the complex relationship between parenting attitudes, identity development, and mental health. Given the developmental characteristics of adolescence, such as an increased need for autonomy, and the developmental task of identity formation, this study's findings suggest that positive parenting attitudes that support autonomy and provide structure may lead adolescents to develop their own identity and improve their mental health.

이 연구는 중ㆍ고등학교 2학년 남녀 청소년들(673명)을 대상으로 청소년-어머니 갈등과 문제행동, 청소년-어머니 갈등과 정체감 발달수준, 정체감 발달수준과 문제행동간의 관계를 규명하면서 청소년-어머니 갈등과 문제행동의 관계에서 정체감 발달수준이 어떤 역할을 하는지를 규명하려고 하였다. 이를 위해 청소년-어머니 갈등척도, 정체감 척도 및 문제행동 척도가 사용되었고, 성별과 학년 및 청소년-어머니 갈등을 독립변인으로 하고 문제행동과 정체감 발달수준을 각각 종속변인으로 그리고 성별과 학년 및 정체감 발달수준을 독립변인으로 하고 문제행동을 종속변인으로 하는 3원 변량분석을 실시하여 두 변인들간의 관계를 검토한 후 세 변인간의 상관을 계산하고 경로분석을 실시하였다. 변량분석 결과 어머니와 갈등이 많은 청소년들이 문제행동을 더 많이 하고 더 낮은 정체감 발달수준을 지니고 있었으며, 낮은 정체감 발달수준의 소유자는 문제행동을 더 많이 하는 것으로 나타났다. 경로분석에서는 남고생을 제외하고 남중생, 여중생, 및 여고생들에서 연구자가 가정한 청소년-어머니 갈등 정체감 발달수준 문제행동의 관계가 확인됨으로써 청소년의 정체감 발달수준은 청소년-어머니 갈등과 문제행동 사이를 중재하는 중재변인(mediating variable)임이 확인될 수 있었다. 그러나 남고생들은 정체감 발달수준이 낮고 문제행동을 가장 많이 하는 집단으로서 연구자가 가정한 경로모형을 충족시키지 못했으므로 이 문제에 대한 논의가 집중적으로 이루어졌다.

This study examined the relationships among the adolescent-mother conflict, problem behavior, and the level of ego-identity development with middle and high school students. For this purpose three scales-adolescent-mother conflict scale, ego-identity scale and problem behavior scale-were used. Three way ANOVA revealed that the adolescents having much conflicts with mother had more problem behaviors and lower level of ego-identity development than their peers. Also the adolescents with the low level of ego-identity development had more problem behaviors than their counterparts. In addition, path analysis revealed that the adolescent-mother conflicts affected on the levels of ego-identity and in turn the ego-identity levels affected on the problems behavior as the postulated causal relation except high school male students. Interestingly the high school male students had the low level of ego-identity and engaged in the many problem behaviors.