학업만족도와 학업성취도에 영향을 주는 스트레스, 소진의 관계에서 자기분화의 역할: 사이버대학 재학생을 중심으로

The purpose of this study is to analyze the relationship of the antecedent variables that affect learning satisfaction and academic achievement. In other words, when the stress of job, family, and learning has a positive effect on burnout in multidimensional ways, it is to reveal how self-differentiation, which includes not only internal-psychological, but also interpersonal aspects, controls this effect. Through this, it was intended to suggested to improve learning satisfaction and academic achievement by reducing burnout that affects learning satisfaction and academic achievement. The frequency analysis of the basic characteristics of the data was performed, the reliability analysis was performed by confirming the Cronbach's α value, and the validity test was performed by confirmatory factor analysis. In addition, the research model was verified by analyzing the structural equation model and the moderated regression analysis. The results of this study showed that learning satisfaction had a positive effect on academic achievement. Burnout had a negative effect on academic satisfaction, but unexpectedly, it did not have a negative effect on academic achievement. Job and learning stress had a positive effect on burnout, but, unexpectedly, family stress did not have a positive effect on burnout. Contrary to the expectation, self-differentiation did not show a moderating effect in the relationship between occupation and learning stress and burnout, but it showed a moderating effect between family stress and the reduced personal accomplishment of burnout. In addition, it was confirmed that self-differentiation plays the role of antecedent variable in burnout. Based on the results of this study, it was suggested to improve the academic satisfaction and academic achievement of cyber university students.