본 연구에서는 상담에 영향을 미치는 중요한 상담자 요인으로서 상담자의 정서지능에 주목하고, 상담자의 정서지능과 상담관계 및 성과의 관계를 알아보고자 하였다. 이를 위해 두 개의 연구를 수행하였다.
연구 1에서는 정서지능 측정을 위하여 Wong과 Law 정서지능 척도(Wong and Law Emotional Intelligence Scale: WLEIS)의 타당화 연구를 수행하였다. 이를 위해, 연구 1-1에서는 번역과정과 안면타당도 검증을 거친 후 ...
본 연구에서는 상담에 영향을 미치는 중요한 상담자 요인으로서 상담자의 정서지능에 주목하고, 상담자의 정서지능과 상담관계 및 성과의 관계를 알아보고자 하였다. 이를 위해 두 개의 연구를 수행하였다.
연구 1에서는 정서지능 측정을 위하여 Wong과 Law 정서지능 척도(Wong and Law Emotional Intelligence Scale: WLEIS)의 타당화 연구를 수행하였다. 이를 위해, 연구 1-1에서는 번역과정과 안면타당도 검증을 거친 후 탐색적 요인분석을 통해 WLEIS의 요인구조를 확인하였다. 또한 WLEIS의 내적합치도 및 하위요인 간의 상관관계를 검토하였다. 연구 1-2에서는 확인적 요인분석을 실시하였으며, 수렴타당도와 공존타당도 및 준거관련타당도를 검증하였다. 이를 통해 WLEIS가 정서지능을 측정하기 위한 타당한 도구임을 확인하였다.
연구 2에서는 상담자의 정서지능과 상담관계 및 성과의 관계를 검증하였다. 연구 2-1에서는 상담자의 정서지능과 상담관계 및 성과의 관계에 대하여 구조방정식 모형분석 방법을 통해 분석하였다. 모형에 포함된 잠재변인은 상담자의 정서지능, 상담자의 관계기술, 상담자와 내담자가 보고한 작업동맹, 상담자와 내담자가 보고한 상담성과였다. 연구모형과 세 개의 대안모형을 비교하여 최종모형을 선정하였으며, 상담자의 정서지능에 영향을 미칠 수 있는 나이, 성별, 사회적 바람직성, 성격 5요인은 통제하였다. 최종모형에 의하면, 상담자의 정서지능은 상담자가 지각하는 상담성과에 직접적으로 영향을 미치는 동시에, 상담자의 관계기술과 상담자와 내담자가 지각하는 작업동맹을 매개로 상담자와 내담자가 지각하는 상담성과를 가져오는 것으로 나타났다. 연구 2-2에서는 연구 2-1에서 선정된 최종모형에서 상담자의 경력과 상담 회기에 따른 동일성 여부를 검증하였다. 먼저 초심상담자집단과 숙련상담자집단 간 잠재평균을 비교하고, 최종모형이 두 집단 간에 동일한지를 살펴보기 위하여 다집단분석을 실시하였다. 잠재평균분석 결과, 모든 잠재변인에 대하여 숙련상담자집단이 초심상담자집단보다 유의미하게 높은 것으로 나타났다. 다집단분석 결과에서는 최종모형이 초심상담자집단과 숙련상담자집단에 동일하게 적용될 수 있음을 확인하였다. 또한 최종모형이 상담 회기에 따라 동일한지를 살펴보기 위하여 10회기를 기준으로 집단을 구분하고 다집단분석을 실시하였다. 분석 결과, 최종모형은 10회기 이하집단과 10회기 초과집단에 동일하게 적용될 수 있는 것으로 확인되었다.
본 연구에서는 상담에 영향을 미치는 중요한 상담자 요인으로서 상담자의 정서지능에 주목하고, 상담자의 정서지능과 상담관계 및 성과의 관계를 알아보고자 하였다. 이를 위해 두 개의 연구를 수행하였다.
연구 1에서는 정서지능 측정을 위하여 Wong과 Law 정서지능 척도(Wong and Law Emotional Intelligence Scale: WLEIS)의 타당화 연구를 수행하였다. 이를 위해, 연구 1-1에서는 번역과정과 안면타당도 검증을 거친 후 탐색적 요인분석을 통해 WLEIS의 요인구조를 확인하였다. 또한 WLEIS의 내적합치도 및 하위요인 간의 상관관계를 검토하였다. 연구 1-2에서는 확인적 요인분석을 실시하였으며, 수렴타당도와 공존타당도 및 준거관련타당도를 검증하였다. 이를 통해 WLEIS가 정서지능을 측정하기 위한 타당한 도구임을 확인하였다.
연구 2에서는 상담자의 정서지능과 상담관계 및 성과의 관계를 검증하였다. 연구 2-1에서는 상담자의 정서지능과 상담관계 및 성과의 관계에 대하여 구조방정식 모형분석 방법을 통해 분석하였다. 모형에 포함된 잠재변인은 상담자의 정서지능, 상담자의 관계기술, 상담자와 내담자가 보고한 작업동맹, 상담자와 내담자가 보고한 상담성과였다. 연구모형과 세 개의 대안모형을 비교하여 최종모형을 선정하였으며, 상담자의 정서지능에 영향을 미칠 수 있는 나이, 성별, 사회적 바람직성, 성격 5요인은 통제하였다. 최종모형에 의하면, 상담자의 정서지능은 상담자가 지각하는 상담성과에 직접적으로 영향을 미치는 동시에, 상담자의 관계기술과 상담자와 내담자가 지각하는 작업동맹을 매개로 상담자와 내담자가 지각하는 상담성과를 가져오는 것으로 나타났다. 연구 2-2에서는 연구 2-1에서 선정된 최종모형에서 상담자의 경력과 상담 회기에 따른 동일성 여부를 검증하였다. 먼저 초심상담자집단과 숙련상담자집단 간 잠재평균을 비교하고, 최종모형이 두 집단 간에 동일한지를 살펴보기 위하여 다집단분석을 실시하였다. 잠재평균분석 결과, 모든 잠재변인에 대하여 숙련상담자집단이 초심상담자집단보다 유의미하게 높은 것으로 나타났다. 다집단분석 결과에서는 최종모형이 초심상담자집단과 숙련상담자집단에 동일하게 적용될 수 있음을 확인하였다. 또한 최종모형이 상담 회기에 따라 동일한지를 살펴보기 위하여 10회기를 기준으로 집단을 구분하고 다집단분석을 실시하였다. 분석 결과, 최종모형은 10회기 이하집단과 10회기 초과집단에 동일하게 적용될 수 있는 것으로 확인되었다.
The purport of this study was to examine how the emotional intelligence of counselors influences counseling relationships and counseling outcomes. Two different studies were performed for the purpose of this study.
In study 1, the study examined psychometric properties of the Wong and Law Emotional ...
The purport of this study was to examine how the emotional intelligence of counselors influences counseling relationships and counseling outcomes. Two different studies were performed for the purpose of this study.
In study 1, the study examined psychometric properties of the Wong and Law Emotional Intelligence Scale(WLEIS) developed by Wong and Law(2002). The exploratory factor analysis revealed that the WLEIS has 4 factors. Then, the confirmatory factor analysis showed reasonable fit indices for 4 factors structure of the WLEIS. In addition, convergent validity with the Adult Emotional Quotient Test(AEQT) was verified, showing significant correlation coefficient. Also, as a result of the concurrent validity analysis, the WLEIS was significantly correlated to life satisfaction. In order to verify criterion-related validity, a planned comparison was conducted to see the difference in the WLEIS scores between the general adult group and the counselor group, as well as the beginner counselor group and the senior counselor group. Results revealed that the counselor group showed significantly higher scores than the general adult group, and the senior counselor group showed significantly higher scores than the beginner counselor group. As such, this study provides empirical evidence for the reliability and validity of the scale.
In study 2, the study examined the paths from the counselor's emotional intelligence to counseling outcomes by using the Structural Equation Modeling (SEM). One research model and three alternative models explain the aspects of the direction from the counselor's emotional intelligence to counseling outcomes rated by counselors and clients, by way of the counselor's rapport formation skills and of working alliance rated by both participants. In the process of each model analysis, the counselor's age, gender, social desirability, and big-five personality traits, which could affect the counselor's emotional intelligence, were controlled. After the model comparison process, the third alternative model was selected as the final model because it was the most suitable model in explaining the relationships of the variables. The final model revealed that the counselor's rapport formation skills and working alliance rated by counselors and clients mediated between the counselor's emotional intelligence and counseling outcomes rated by counselors and clients. In addition, the counselor's emotional intelligence had a direct effect on counseling outcomes rated by counselors.
Lastly, a multi-group analysis was conducted to examine whether the final model differed between the groups depending on the counselor's career and the number of counseling sessions. In prior to, a latent mean analysis was conducted to examine the mean difference between the beginner counselor group and the senior counselor group. As a result, the mean difference between the two groups was significant. The senior counselor group showed significantly higher emotional intelligence, rapport formation skills, working alliance rated by counselors and clients, and counseling outcomes rated by counselors and clients than the beginner counselor group. The multi-group analysis was conducted to examine whether there was a difference in the final model between the beginner counselor group and the senior counselor group. The result of the analysis indicated that the final model was homogeneous in two counselor groups, confirming that this final model could be applied to all counselors. Furthermore, to examine the influence of the number of sessions in the final model, the multi-group analysis was conducted between the under-ten-session group and the over-ten-session group. According to the analysis, the final model was also considered homogeneous in two groups. Therefore, it was confirmed that regardless of the number of counseling sessions, the final model could be applied.
Finally, the implications and limitations of the study were discussed.
The purport of this study was to examine how the emotional intelligence of counselors influences counseling relationships and counseling outcomes. Two different studies were performed for the purpose of this study.
In study 1, the study examined psychometric properties of the Wong and Law Emotional Intelligence Scale(WLEIS) developed by Wong and Law(2002). The exploratory factor analysis revealed that the WLEIS has 4 factors. Then, the confirmatory factor analysis showed reasonable fit indices for 4 factors structure of the WLEIS. In addition, convergent validity with the Adult Emotional Quotient Test(AEQT) was verified, showing significant correlation coefficient. Also, as a result of the concurrent validity analysis, the WLEIS was significantly correlated to life satisfaction. In order to verify criterion-related validity, a planned comparison was conducted to see the difference in the WLEIS scores between the general adult group and the counselor group, as well as the beginner counselor group and the senior counselor group. Results revealed that the counselor group showed significantly higher scores than the general adult group, and the senior counselor group showed significantly higher scores than the beginner counselor group. As such, this study provides empirical evidence for the reliability and validity of the scale.
In study 2, the study examined the paths from the counselor's emotional intelligence to counseling outcomes by using the Structural Equation Modeling (SEM). One research model and three alternative models explain the aspects of the direction from the counselor's emotional intelligence to counseling outcomes rated by counselors and clients, by way of the counselor's rapport formation skills and of working alliance rated by both participants. In the process of each model analysis, the counselor's age, gender, social desirability, and big-five personality traits, which could affect the counselor's emotional intelligence, were controlled. After the model comparison process, the third alternative model was selected as the final model because it was the most suitable model in explaining the relationships of the variables. The final model revealed that the counselor's rapport formation skills and working alliance rated by counselors and clients mediated between the counselor's emotional intelligence and counseling outcomes rated by counselors and clients. In addition, the counselor's emotional intelligence had a direct effect on counseling outcomes rated by counselors.
Lastly, a multi-group analysis was conducted to examine whether the final model differed between the groups depending on the counselor's career and the number of counseling sessions. In prior to, a latent mean analysis was conducted to examine the mean difference between the beginner counselor group and the senior counselor group. As a result, the mean difference between the two groups was significant. The senior counselor group showed significantly higher emotional intelligence, rapport formation skills, working alliance rated by counselors and clients, and counseling outcomes rated by counselors and clients than the beginner counselor group. The multi-group analysis was conducted to examine whether there was a difference in the final model between the beginner counselor group and the senior counselor group. The result of the analysis indicated that the final model was homogeneous in two counselor groups, confirming that this final model could be applied to all counselors. Furthermore, to examine the influence of the number of sessions in the final model, the multi-group analysis was conducted between the under-ten-session group and the over-ten-session group. According to the analysis, the final model was also considered homogeneous in two groups. Therefore, it was confirmed that regardless of the number of counseling sessions, the final model could be applied.
Finally, the implications and limitations of the study were discussed.
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