부산대학교 도서관

Objectives The purpose of this study is to check whether self-esteem and self-esteem stability have a moderating effect on the effect of self-presentation motivation of high school students on social anxiety. Methods To this end, 519 men and women from six high schools in Seoul and Gyeonggi-do were surveyed using the self-presenting motivation scale, youth social anxiety scale, self-esteem scale, and self-esteem stability scale, and correlation analysis and regression analysis were conducted using SPSS 18.0 and PROCESS macro 3.3. Results First, the research results of this study showed significant correlations between self-presentation motivation, social anxiety, self-esteem, and self-esteem stability. Self-presentation motivation showed a positive correlation with social anxiety, and negative correlation with self-esteem and self-esteem stability. Social anxiety and self-esteem, social anxiety and self-esteem stability showed negative correlations. Self-esteem and self-esteem stability showed a positive correlation. Second, self-presentation motivation, self-esteem, and self-esteem stability directly affected social anxiety of high school students. Third, in the relationship between self-presentation motivation and social anxiety, self-esteem showed a significant moderating effect, and self-esteem stability did not. Conclusions Understand the effect of high school students' self-presentation motivation on the occurrence of social anxiety, and use it in counseling scenes by referring to the moderating effect of self-esteem and the characteristics of self-esteem volatility of high school students.