본 연구는 정신건강 2요인 모델의 타당성을 검증하기 위해, 중학생 784명을 대상으로 정신병리와 주관적 안녕감의 고/저에 따라 정신건강 상태를 4개 유형으로 구분하고, 각 유형 간에 학교참여와 학업성취에서 어떤 차이가 있는지 살펴보았다. 그 결과, 정신병리 증상이 없고, 안녕감이 높은 ‘완전 정신건강’ 집단(81.1%)의 경우, 행동적 학교참여가 다른 집단에 비해 가장 우수하였고, 정서적, 인지적 학교참여는 ‘증상은 있지만 만족하는’ 집단(4.1%)과 유사하였으나 ‘고통 받는’ 집단보다는 우수하였다. 정신병리 증상이 심각하지 않아 학생 정서행동특성 검사로 식별되지 않는 ‘취약’ 집단(11.4%)은 ‘고통 받는’ 집단(3.4%)만큼 규칙준수, 학교소속감, 자기조절학습, 인지전략활용에서 어려움을 보였다. 학업성취의 경우 ‘완전 정신건강’ 집단이 ‘고통 받는’ 집단보다 유의하게 더 높았다. 이러한 결과에 기초하여, 보다 효과적인 국내 학생 정신건강 선별검사를 위한 시사점을 논의하였다.

The purpose of this study is to examine the validity of dual-factor model of mental health in terms of school engagement and academic achievement. For this study, 784 middle school students completed the questionnaires on psychopathology, subjective well-being, and academic achievement. They were categorized into four mental health types depending on the levels of psychopathology and subjective well-being. The results indicate the ‘complete mental health’ group (81.1%) scored highest on the level of behavioral school engagement. In terms of emotional and cognitive engagement, this group was similar to the ‘symptomatic, but content’ group (4.1%). The ‘vulnerable’ group (11.4%), which would not be screened with the AMPQ-II, was not different from the ‘troubled’ group (3.4%) on rule compliance, school connectedness, self-regulated learning, and use of cognitive strategies. Furth ermore, the ‘complete mental health’ group reported higher academic achievement than the ‘troubled’ group. Based on these findings, the implications for more effective student mental health screening were discussed.

The purpose of this study is to examine the validity of dual-factor model of mental health in terms of school engagement and academic achievement. For this study, 784 middle school students completed the questionnaires on psychopathology, subjective well-being, and academic achievement. They were categorized into four mental health types depending on the levels of psychopathology and subjective well-being. The results indicate the ‘complete mental health’ group (81.1%) scored highest on the level of behavioral school engagement. In terms of emotional and cognitive engagement, this group was similar to the ‘symptomatic, but content’ group (4.1%). The ‘vulnerable’ group (11.4%), which would not be screened with the AMPQ-II, was not different from the ‘troubled’ group (3.4%) on rule compliance, school connectedness, self-regulated learning, and use of cognitive strategies. Furthermore, the ‘complete mental health’ group reported higher academic achievement than the ‘troubled’ group. Based on these findings, the implications for more effective student mental health screening were discussed.

Dual-Factor Model of Mental Health, Complete Mental Health, School Engagement, Academic Achievement, AMPQ-II