한국의류산업학회지 Fashion & Text. Res. J. 제15권제6호, 2013 Vol. 15, No. 6, pp.932-941(2013) <연구논문> http://dx.doi.org/10.5805/sfti.2013.15.6.932 의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 전미연 1) 정혜정 2) 오경화 3) 1) 중앙대학교교육대학원 2) 중앙대학교가정교육학과 3) 중앙대학교패션디자인전공 The Effect of the Education Program for Ethical Consumption of Clothing on Adolescents' Ethical Consumption Consciousness of Clothing, General Ethical Consumption Knowledge and Behaviors Miyeon Jeon 1), Hye Jung Jung 2) and Kyung Wha Oh 3) 1) The Graduate School of Education, Chung-Ang University; Seoul, Korea 2) Dept. of Home Economics Education, Chung-Ang University; Seoul, Korea 3) Dept. of Fashion Design, Chung-Ang University; Anseong, Korea Abstract : This study aims to investigate the impacts on adolescents of the application of the education program for ethical consumption related to clothing in terms of their clothing-related ethical consumption consciousness, and in terms of their general ethical consumption knowledge and behaviors. Additionally, the effects of clothing-related ethical consumption consciousness and general ethical consumption knowledge on general ethical consumption behavior were examined. The program for education in ethical consumption related to clothing for adolescents was developed and applied, two surveys for the pre-post test design were conducted with high school female and male students, and a total of 158 responses were analyzed. The results of this study were as follows. 1) The results of the factor analysis and the reliability test on ethical consumption consciousness for high school students clearly showed factorial structures including Pro-environmentalism, Animal welfare, Social responsibility, and Recycling. 2) Analysis of the differences in the means of ethical consumption consciousness, knowledge, and behaviors of respondents between pre-test and post-test revealed that posttest means of all research variables after application of the education program were higher than pre-test means. 3) The ethical consumption knowledge had important medicating roles in the relationship between ethical consumption consciousness with regard to clothing and general ethical consumption behaviors. Overall, the study provides empirical evidence to support the notion that there is a need for applying an ethical consumption education program to lead adolescents to consume ethically. Key words: adolescents( 청소년 ), clothing( 의복 ), ethical consumption consciousness( 윤리소비의식 ), ethical consumption knowledge( 윤리소비지식 ), ethical consumption behavior( 윤리소비행동 ), education program( 교육프로그램 ) 1. 서론 현대사회는급격한경제성장과산업화로대량생산과물질적풍요를가져왔으며인간의욕망은더많은소비로끊임없이이어지고있다. 인간의무절제한소비욕구는결국환경에대한무관심으로이어져지구온난화, 기후변화, 자원고갈과같은환경문제를유발하고인간의삶전체를위협하여인류의지속가능한삶에제동을걸고있다. 이러한환경적, 사회적문제에 Corresponding author; Kyung Wha Oh Tel. +82-2-820-5381, Fax. +82-2-826-4243 E-mail: kwhaoh@cau.ac.kr 본논문은석사학위논문의일부임. 대응하고자 착한소비 라고하는소비의개념이각종대중매체나다양한서적에서많이언급되고있다 (Hong, 2010). 이전까지만해도우리는경제적인소비생활을추구하였으며최소한의비용으로양적 질적만족을모두기대하였다. 하지만최근에는조금씩이러한소비문화가변화하고있다. 사람들은소비하면서환경과더불어동물그리고노동자들에게피해를주지않는것이필요하다고인식해가고있다 (Yoon, 2010). 즉, 인간은 21세기의지속가능한삶을살기위해서환경, 동물, 인권등개인만이아닌공동체를위한윤리적소비를지향하기시작하였다. 그러나이러한윤리소비행동은결코단시간에이루어질수있는것이아니며소비에대한명확한가치관이올바르게정립되어있지않은청소년기부터미래의건전하고건 932
의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 933 강한소비자로서의삶을살수있도록윤리소비의식과행동을함양할수수있는윤리소비교육을체계적으로실시해야할것이다. 현대사회의청소년의복소비문화는빠르게변화하는유행과함께또래집단사이에서주목받고과시하고싶은청소년들의동조심리등으로인해필요에의한합리적소비가아닌무분별한소비행태가형성되면서문제되고있다 (Paek & Lee, 2010). 또한청소년들의인터넷과텔레비전과같은대중매체에대한접근이용이해지면서올바른소비지식및경험이부족한청소년들이바람직하지않은소비를조장하는환경에쉽게노출되어비계획적, 충동적, 낭비적소비행태를가지게되었다 (Park, 2011). 이는우리의청소년들이성인이되었을때중독구매, 신용불량과같은잘못된결과를초래할수있으며사회적으로는쉽게구매하고버리는소비습관으로자원의낭비와고갈, 버려지는쓰레기증가등의환경문제를불러일으킬수있다. 이에청소년들을올바른소비자지식과습관을가진건전한소비자로이끌어줄수있도록학교내소비자교육에대한중요성과필요성이확산되고있다 (Park, 2007; Yoo, 2004). 윤리소비에관한기존의연구들은대상이주로성인소비자들로국한되어있으며청소년들을위한윤리소비교육관련연구는미흡하다. 향후미래의소비자가될청소년들에게윤리소비의개념과실천방향을교육하는것은필요하며이를위한윤리소비교육프로그램개발과적용이절실하다. 즉지속가능한사회를위해청소년들에게단순히개인을위한소비가아닌공동체, 동물복지, 환경등사회와생태계보존을위한윤리소비를실천하도록효과적인윤리소비교육프로그램을개발하여청소년들에게적용하고실제청소년들이윤리소비에대한지식을갖고실제행동으로이루질수있도록해야할것이다. 이에본연구에서는고등학교기술 가정교과의가정생활문화단원중심으로의생활윤리소비교육프로그램을개발하여적용하고그효과를검증하고자한다. 이를통하여본연구는미래사회의경제를책임지는소비자가될청소년들의의생활윤리소비의식을함양하기위한소비교육프로그램개발에기초자료를제공할것으로기대한다. 2. 이론적배경 2.1. 윤리소비 Cowe and Williams(2002) 는윤리소비의개념을설명하기위해녹색소비의정의와함께동물복지와공정무역에대한인식, 노동복지에대한고려라는사회적측면, 그리고친환경제품의구매와이를통한자신의건강확보등윤리적이슈와관련된구매행위로확대하였다. Strong(1996) 에의하면, 윤리적소비주의 (ethical consumerism) 는친환경적소비주의의모든원리를통합하여그이상의의미를지닌다. Ethical Consumer(2003) 에서제시한윤리소비는인간, 동물, 환경에해가되거나착취하는것을거부하는구매행동을통해그들의복지를향상하고자 하는행동지침이다. 이와같이윤리소비는환경오염, 자연훼손, 기후변화, 쓰레기문제, 자원고갈과같은환경지속가능성의문제와사회구성원, 노동자, 사회적약자등전세계모든구성원이인간답고건강한삶을영위할권리, 그리고멸종동물보호, 동물학대등의동물복지문제가포함된다. 또한윤리소비행동은공정무역제품구매, 소비자불매운동, 윤리적투자, 기업환경적정책에이르기까지매우광범위한개념으로볼수있다. 개인이이러한모든문제에다관심을두는것은쉽지않지만, 각각의문제에관심있는단체들이서로연대하여대처하면윤리소비를통해서상당히광범위한영역의사회적문제를해결하는방안을모색할수있다 (Shin, 2012). 현대소비자들의소비패턴이빨라지고오랜경기침체속에최소비용으로최대효과를누리고자하는소비자들이증가하면서최근의류시장에서는최신유행을반영하는신상품을빠르고저렴하게제공하는 패스트패션 (fast fashion) 이높은관심을받고있다 (Oh & Choi, 2012). 그러나유행에민감하고또래집단의영향으로청소년들은의복을쉽게구입하고쉽게폐기처분하는경우가많아져, 패스트패션은올바른소비가치관이정립되지않은청소년들에게악영향을주고있어문제가되고있다. 의복의경우, 생산되는과정에서염색으로인해심각한수질및토양오염을불러일으키며, 폐기되는과정에서의자원낭비, 쓰레기문제, 폐기된의복이소각될때나오는이산화탄소와다이옥신같은유해물질등으로인해서지구온난화를유발한다 (Jung, 2011). 또한생산과정에서노동자의작업환경을무시하고열악한장소에서의복을만들어노동자들의건강을위협하고있으며, 피혁제품일경우동물을잔인하게학대하여의복을생산하고있다. 이러한잘못된의복생산과소비문화는다시인간의삶을위협하고있어의생활관련윤리소비생활의중요성이제기된다. 단순히가격이싸다는이유로다량의옷을구매하는것을자제하고입던옷을재활용하거나의복구매시계획을세운다면자원낭비문제를해결할수있다 (Sung et al., 2013). 또한친환경세제로의복을세탁한다면환경오염의원인을막을수있다 (Moon, 2010). 이와같이의복의생산과정에서폐기과정까지환경을오염시키고인권과동물을학대하여만든의복을구입을자제하는등청소년들의인간, 환경, 동물을위한올바른의생활소비를권장하는의생활윤리소비교육프로그램이절실히필요하다. 본연구에서는청소년들을위한의생활윤리소비교육프로그램을개발하여적용하고교육프로그램의효과를검증하기위해의생활윤리소비의식, 일반적인윤리소비지식, 일반적인윤리소비행동의변화를알아보고자한다. 특히교육프로그램실시후, 습득된청소년들의일반적인윤리소비지식이의생활윤리소비의식과일반적인윤리소비행동간관계에서매개적효과를갖는지에대해살펴보고자한다. 소비자지식 (consumer knowledge) 이란제품구매와소비와관련하여개인의기억속에저장된실제정보의총집합이다 (Blackwell et al., 2001). 여러선행연구들에서지식은개인의행동에대한필수적인전제조건
934 한국의류산업학회지제 15 권제 6 호, 2013 년 으로제시되어왔다 (Frick et al., 2004). 소비자지식과윤리소비의개념적정의를바탕으로윤리소비지식은환경과생태계에대한정보와함께인간의모든행위가환경과생태계에미치는영향에대하여개인이갖고있는실제정보를말한다. 윤리적으로소비하는행위는정보와지식에기원하여발생하며 (Barnett et al., 2005), 소비자가알고모름은그들의최종의사결정에큰영향을미친다 (Sujan, 1985). 환경과사회를고려하여의류제품을구매하고사용해야한다는의생활윤리소비의식을가진청소년소비자들은윤리소비의식이없는소비자들보다일반적인윤리소비에대한관심이더많고지식또한더많을것으로생각된다. 또한의생활윤리소비의식을갖고있는청소년들의경우, 일반적인윤리소비에대한정보와지식을더많이갖고있는소비자일수록일반적인윤리소비행동을더많이할것으로사료된다. 이에본연구에서는청소년들의의생활윤리소비의식과일반적인윤리소비행동의인과관계에서일반적인윤리소비지식의매개효과를실증적으로살펴보고자한다. 2.2. 청소년들을위한소비자교육우리나라는 1990년대이후계속된경제성장으로개인의가계소득수준이높아지고각가정에자녀수의감소로청소년의지위가크게향상되게됨에따라청소년이사용할수있는소비액이많이증가하게되었으며청소년들의소비의식과행태가개인의가정경제는물론국가경제에도커다란영향을미치게되었다 (Lee, 2005). 청소년들의소비가증가하게되면서발생하는소비자문제를해결하고, 삶의질을향상하기위한소비자교육에점점더관심을두게되었다. 특히, 학교에서의소비자교육은소비관련교육내용이체계적, 단계적으로교육과정속에설정되어선정된교재를사용하므로정식수업에서얻을수있는교육의효과가크기때문에다른교육보다조직적이다 (Lee, 2008). 1990년중반이후부터학교소비자교육의활성화를위한다양한세미나, 시범학교운영, 학교소비자교육을위한각종교재개발등의활동을통하여소비자교육에관한관심을조금씩갖기시작했지만실상체계적인소비자교육이대부분의학교내에서제대로이루어지지않고있으며학교교육용멀티미디어교재등의교육자료가다양하게개발되어있지않아서학교에서소비자교육을시행하는데어려움이있었다 (Lee, 1992). Lee(2008) 는학교에서의소비자교육은학교교육과정속에서상당한비중을가지고체계적으로다루어져야하지만실질적으로는비중있게다루어지지않고있다고하였다. 우리나라는전통적으로소비자교육을시행한교과는실과와가정이다. 즉, 초등학교실과교육과정은 1981년에시작되었고중 고등학교가정교과에서는 1995년에소비자교육내용을먼저도입하여실시하였다. 이밖에사회교과에서도일부분소비자교육내용을포함하고있고최근에는도덕교과에서도소비자교육의내용이라고할수있는소비자의가치관에관한교육내용을상당량도입하고있다 (Lee, 2008). 그러나 Kim(2002) 의연구에의하면, 중 고등학교의사회, 도덕, 기술 가정교과에 서경제이론, 소비자윤리, 소비자의권리와책임등에관한교육내용을각각다루고있지만서로연계성없이이루어지고있으며각교과가기초적인지식중심의내용만을전달하고있어현대경제사회구조의인식과이해를기반으로윤리적이고비판적인사고와행동체계를포괄적으로습득하기에는한계가있다고지적하였다. 이와같이소비자교육은청소년들의바람직하고올바른소비의식함양을위해학교에서의소비자교육은반드시존재해야한다고인식하면서도그교육의실질적인방법이나내용적면에서는아직까지부족함이많다. Wu(2001) 의연구에의하면, 소비자교육을많이접한학생은소비자교육이그들의올바른소비행동형성에높은영향을미치는것으로밝혀졌으며, Lee(2001) 는실업계고등학생의소비형태에관한연구에서청소년들의비합리적인소비행동중충동구매성향은나이가어리고용돈수준이높을수록그리고자신을스스로자제시킬수있는자기통제력이낮을수록, 또한또래친구의영향을많이받을수록높게나타난다고하였다. Ham(2003) 은청소년들이친구의영향을많이받을수록물질주의성향이높을수록그리고용돈액수가많을수록과소비행동이높게나타났으며, 중학생들의이런과소비행동은상업성짙은고도의영상매체의영향이큰것으로나타난다고하였다. 청소년소비자들의무분별하고올바르지못한소비문화가증가하고사회전반적으로이런청소년들의소비문화가보편적인현상으로나타나고있으며이는청소년범죄로이어지고있다 (Lee, 2005). 잘못된소비문화에서성장한청소년들은성인이되어서도그소비습관및생활이그대로이어지게되므로이시기의올바른소비자교육은매우필요하다. 또한학교에서의소비자교육은청소년들에게합리적인소비생활을할수있도록소비능력을함양시킬수있으므로매우중요한교육의장이라할수있다. 2.3. 윤리소비관련소비자교육 Kim(2005) 은초등학교에서환경친화적인소비자교육프로그램을개발하여직접수업에적용하였다. 그결과, 우리주변현장을적절하게활용하여환경친화적소비자교육을받은실험집단의학생들이교실에서만이루어진전통적방법의수업을받은학생들에비하여환경지식과환경친화적태도및수업참여도와호기심이더높아졌음을밝혔다. Yoon(2009) 은중학교 2학년학생들을대상으로소비생활단원에서환경친화적소비자교육프로그램을개발및적용한결과, 개발된프로그램을실제수업에적용한실험집단의학생들이환경친화적인소비자의식이높아졌음을밝혔다. 이와같이학교의소비교육은학생들에게바람직한소비가치관을정립시켜주기위해서효과적이며그중요성이매우크다. 최근소비생활패턴이빠르게변화고있는현대사회에서지속가능한소비, 녹색소비, 환경친화적소비와같은소비에대한관심이증가하고있고, 그연구또한계속적으로진행되고있다. 지속가능한소비란미래세대를위해자연을훼손하지않
의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 935 고소비가지속적으로이루어지는것이며 (Park, 2006) 녹색소비란깨끗한자연환경을위해생태계를파괴하지않고소비자의욕구를충족시키는소비를말한다 (Paek & Lee, 2010). 그리고환경친화적소비란제품을구입하는순간부터폐기할때까지환경을고려하여소비하는것을말한다 (Lee, 2004). 앞서설명한소비의개념은지구의환경을위한소비생활로서로일맥상통하고있다. 최근에는지속가능하고환경친화적인녹색소비와같이환경을생각하는소비와더불어인권, 노동등과같은사회적문제까지포함하는윤리소비개념이등장하였고, 윤리소비에관한연구가증가하고있다. 하지만학생들을대상으로지속가능한소비, 녹색소비, 환경친화적소비에관한소비자교육연구는지속적으로활발하게이루어지고있으나윤리소비에대한교육프로그램연구는전무하다. 가정과교육에서의생활과관련된연구를조사한 Bae(2012) 는수업만족도교과서또는지도서분석등교과교육적연구가대부분이고 21세기가요구하는창의적이고체험중심적인교육설계에관한연구는미흡하므로실천적문제를해결해나갈수있도록체계적인의생활윤리소비교육프로그램의연구및개발이필요하다고주장하였다. 학교소비자교육은청소년들이올바른소비자로서갖추어야할객관적인지식과기술습득등의기초적인교육내용의전달이가능하고, 합리적이며비판적이고바람직한올바른소비자행동을몸에익힐수있게한다. 또한, 이러한학교소비자교육을통해청소년들은개인만을위한소비가아닌환경, 인권, 동물, 기업, 공동체등에대한배려와자신의소비생활이사회전체에미치는영향에대하여생각해볼수있는기회를가질수있다. 따라서청소년들에게미래사회의소비주체자로서능동적이고주도적으로건강하고지속가능한삶을이끌어나갈수있도록학교에서의체계적인윤리소비에관한교육프로그램개발이필요하며이에대한실제효과도검증할필요가있겠다. 3. 연구방법 3.1. 연구문제본연구의목적을위하여다음과같은연구문제를설정하였다. 연구문제 1. 청소년들의의생활윤리소비의식하위차원을규명한다. 연구문제 2. 의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향을알아본다. 연구문제 3. 청소년들의의생활윤리소비의식과일반적인윤리소비지식, 윤리소비행동간인과관계를살펴본다. 3.2. 실험설계및자료수집본연구의목적은고등학교에재학중인학생들에게의생활윤리소비교육프로그램을개발하여실제수업을진행한후고 Table 1. Research design for the Pre-test and Post-test Pre-test Education Post-test Experimental group O1 X1 O2 X1: application of ethical consumption education program for clothing 등학생들의의생활관련윤리소비의식함양과일반적인윤리소비지식및행동변화를알아보는것이다. 청소년을대상으로한의생활윤리소비교육프로그램의개발및적용을위해다음과같은실험절차를설계하였다. 수업적용을수월하게하기위해서본연구자가직접수업에들어가는반으로선정하였다. 고등학교 2학년 4개학급 158명을대상으로의생활윤리소비교육을실행하였을때청소년들의의생활윤리소비의식, 일반적인윤리소비지식과윤리소비행동의변화를알아보기위하여교육전먼저사전설문을실시하고의생활윤리소비교육프로그램을시행하였다. 본연구의의생활윤리소비교육프로그램의효율성과연속성을위해서총 7차시교육프로그램개발하여 1-2차 ( 의생활윤리소비 ), 3-4차 ( 친환경의류소비생활 ), 5-6차 ( 인권 / 동물을위한의생활윤리소비생활 ), 7차 ( 의생활윤리소비의대중화 ) 로교육학습주제를선정하였다. 의생활윤리소비교육프로그램의효과를판단하기위하여단일집단사전-사후검사를설계하였다 (Table 1). 즉, 2학년 A, B, C, D반모두 4개학급에동일하게사전설문조사후총 7차시의의생활윤리소비교육프로그램을진행하였으며, 그후 4개학급모두동일한사후설문조사를시행하였다. 설문조사에참여한학생들의익명성보장을위해이름을밝히지않고본인의학년, 반, 번호를기재하게하였다. 3.3. 측정도구및자료분석청소년들의의생활윤리소비의식, 일반적인윤리소비지식과행동을측정하기위해서사용한검사도구는윤리적소비선행연구분석을통해연구자가이연구의목적에적합하도록재구성하여완성하였다. 의생활관련윤리소비의식에관한설문은 Huh(2011), Moon(2010) 의연구에서사용된문항들을바탕으로본연구자가수정, 보완하여총 17문항으로구성하였다. 일반적인윤리소비지식에관한설문문항은 Sujan(1985) 의연구를참고하여 3문항을개발하고, 윤리소비행동에대한문항은 Huh(2011) 의연구에서사용된문항을참고하여 3문항을개발하였다. 의생활윤리소비의식, 일반적인윤리소비지식과윤리소비행동에대한질문은 5점리커트척도 (1점 : 전혀그렇지않다, 5 점 : 매우그렇다 ) 로측정하였다. 자료분석은 SPSS 18.0 프로그램을이용하여분석하였으며, 먼저의생활윤리소비의식의하위차원을규명하기위해요인분석과신뢰도분석을실시하였다. 청소년들의의생활윤리소비의식, 일반적인윤리소비지식과윤리소비행동의사전-사후평균차이를알아보기위해먼저독립표본 t 검정을통해집단간동질성을검증한후, 대응표본 t 검정을실시하여의생활윤리소비교육프로그램의사전-사후효과를검증하였다. 마지막
936 한국의류산업학회지제 15 권제 6 호, 2013 년 으로청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동간인과관계를알아보기위해단순회귀분석과단계적다중회귀분석을실시하였다. 4. 결과및논의 4.1. 관련변인의하위차원규명 4.1.1. 청소년들의의생활윤리소비의식하위차원청소년들의의생활관련윤리소비의식하위차원을알아보기위해총 17문항에대하여주성분분석을통한 Varimax 회전법을사용하여요인분석을실시하였으며요인선택의기준의고유치 1 이상으로선정하였다. 그결과 (Table 2), 총 4개의요인이도출되었으며이들요인의총분산은 67.54% 였다. 요인화한범주내에서각속성들사이에상호신뢰도를갖고있는지를검증하기위해서신뢰도검정을실시하였으며모든하위차원의 Cronbach's alpha 계수가모두 0.80 이상으로일반적인수요기준치인 0.70(Nunnally, 1978) 을넘어내적일관성이검증되었다. 청소년들의의생활윤리소비의식 4개의요인은포함된속성 의의미를고려하여명명되었다. 요인 1은환경을고려한친환경세제, 유기농의류소재, 환경마크가달린제품등환경에무해한의류관련제품을구매및사용해야한다는윤리소비의식문항으로구성되어 친환경주의 로명명하였다. 요인 2는동물학대및동물실험반대및동물보호에관한내용의문항들로구성되어 동물복지 로명명하였다. 요인 3은노동자들의인권보호및아동노동착취반대와사회기부에대한내용이포함되어 사회적책임 으로명명하였으며요인 4는옷재활용하기와물려주기, 자원절약을위한의복구매제한, 재사용교육의필요성과같은문항으로 재활용 요인으로명명하였다. 이와같이청소년들은윤리소비의식의요인을다차원적으로인식하고있는것으로나타났다. 4.1.2. 청소년들의일반적인윤리소비지식과윤리소비행동청소년들의윤리소비지식과윤리소비행동의요인분석과신뢰도검정결과는 (Table 3) 과같다. 윤리소비지식의총분산은 63.81% 이며신뢰도는.71로만족할만하였다. 윤리소비행동의총분산은 74.13% 였으며신뢰도는.82로높게나타났다. Table 2. Factor analysis and reliability test of adolescents' ethical consumption consciousness of clothing Factors Proenvironmentalism Animal welfare Social responsibility Recycling Questions I think that we need to buy pro-environmental labeled products even though products cost a bit more. I think we should use pro-environmental and non-harmful textiles such as the organic cotton. I think we should have an interest in the manufacturing and finishing process of clothes to prevent environmental pollution. I think we have to use pro-environmental detergents when washing clothes for prevent water pollution. I think that I have to choose clothing products considering environmental consequence. Factor loading I think we should cut back to consume clothes made of animals for animal protection..83 I think we need to participate in animal protection group activities against fur or leather manufacturing..82 I think we need to feel responsibility that animals died out because of human beings' consumption..81 I think we should oppose the production by animal testing..78 I think sales of clothing made by child labor should not be allowed..75 I think we should not buy products made by companies which are irresponsible to employees..72 I think we should have more interests in products made by fashion firms which fulfill ethical management..70 I think we have to buy clothes made of recycled fiber..64 I think students have to practice handing down clothes which are out of use each other. I think we need to mend clothes which are out of use and recycle them for purposes..66 For saving resources, I think we should buy clothes from necessity on scheduled purchasing..63 I think schools need to activate the educational program for clothing recycling and reuse..62.81.79.77.74.73.80 Eigen value % of variance Cron-bach's α 3.49 20.54.89 3.01 17.68.89 2.57 15.10.82 2.42 14.22.81
의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 937 Table 3. Factor analysis and reliability test of adolescents' general ethical consumption knowledge and behavior Factors Ethical consumption knowledge Ethical consumption behavior Questions Factor loading I am aware of the terminology of "Ethical Consumption"..84 I know the differences in definition between green consumption and ethical consumption. I have been educated about ethical consumption from the school and have knowledge of ethical consumption. I choose ethical products when buying and shopping..90 I consume ethically for our sustainable lives..82 I have read articles and books related to ethical consumption..86.81.74 Eigen value % of variance Cron-bach's α 1.91 63.811.71 2.22 74.13.82 Table 4. Mean differences in adolescents' consciousness, knowledge, and behavior related to ethical consumption between pre- and post-test (N=158) Factors Mean Standard deviation pre post pre post Pro-environmentalism 3.03 a 4.20.93.52-14.80*** Ethical consumption Animal welfare 3.97 4.51.94.51-8.25*** consciousness Social responsibility 3.11 4.29.93.50-15.19*** Recycling 3.13 4.16.87.54-14.04*** Ethical consumption knowledge 1.83 4.04.72.47-32.67*** Ethical consumption behavior 1.93 3.77.80.64-22.91*** a: Mean level(1=strongly disagreement, 5=strongly agreement), *** p<.001 t-value 4.2. 의생활윤리소비교육프로그램이의생활윤리소비의식과일반적인윤리소비지식, 윤리소비행동에미치는영향의생활윤리소비교육프로그램을실제수업에적용한후사후설문조사를시행하였다. 먼저실험집단의동질성을검증하기위해, 158명의응답자들을두집단으로나눈후, 집단간의생활윤리소비의식네차원과일반적인윤리소비지식과윤리소비행동의평균차이를각각조사한결과 ( 독립표본 t-검정결과 ), 통계적으로유의한차이가없는것으로나타나실험집단의동질성을확인하였다. 윤리소비의식, 윤리소비지식, 윤리소비행동의사전-사후평균차이를살펴보기위해대응표본 t-test 를실시하였다. 그결과 (Table 4), 모든변인들의사전검사평균과사후검사평균간차이가통계적으로유의한차이가있는것으로나타났다. 즉의생활윤리소비교육프로그램을실시한후, 청소년들의의생활윤리소비의식하위차원인친환경주의 (t=-14.80, p<.001), 동물복지 (t=-8.25, p<.001), 사회적책임 (t=- 15.19, p<.001), 재활용 (t=-14.04, p<.001) 의모든요인에서사전검사시평균보다사후검사의평균이통계적으로유의하게높아졌음을알수있었다. 또한청소년들의일반적인윤리소비지식은사전검사 ( 평균 =1.83) 보다사후검사 ( 평균 =4.04) 에서월등히높아졌으며윤리소비행동역시청소년들이의생활윤리소비교육프로그램을받은후더많이하는것으로나타났다. 중학생을대상으로로하스의식함양을위한교수-학습과정안을개발하여직접수업에적용한연구 (Kim, 2010) 에서사전검사에서로하스의식평균점수가 5점척도의평균점수인 3점 에미치지못하였으나사후검사에서는 3점보다월등히넘어서수업전보다로하스의식이많이향상됨을증명한바있다. Lee(2010) 의초등학교실과 환경을살리는나의생활 단원내실천적문제해결수업이초등학생의환경소양에미치는효과를알아보는연구에서실험집단의환경소양사전 사후검사결과를살펴보면사전평균값 ( 평균 =3.91) 보다사후평균값 ( 평균 =4.33) 이통계적으로유의하게높게나타났다. 이와같이선행연구에서학교에서실과및기술 가정교과를통해환경보호를위한소비교육을시행하였을경우청소년들이환경보호의식및행동을함양하는데도움이될수있음을밝혀냈다. 기존연구와유사하게본연구에서도개발된의생활관련윤리소비교육프로그램이청소년들의의생활윤리소비의식, 일반적인윤리소비지식과윤리소비행동의향상에기여함을확인할수있었다. 4.3. 청소년들의의생활윤리소비의식, 일반적인윤리소비지식및윤리소비행동간관계 ( 사후검사결과 ) 4.3.1. 연구변인들의상관관계분석본연구에서변인들간관련성및방향성을검토하기위해피어슨적률상관관계를분석하였다 (Table 5). 상관계수를살펴본결과, p<.05수준에서모두정 (+) 적으로유의하게관련성이있는것으로나타났다. 의생활윤리소비의식의네차원중에서친환경주의가일반적인윤리소비지식 (r=.64, p<.001) 과윤리소비행동 (r=.63, p<.001) 과높은상관관계를보이는것으로나타났다. 또한일반적인윤리소비지식과윤리소비행동도매우높
938 한국의류산업학회지제 15 권제 6 호, 2013 년 Table 5. Correlation coefficients of variables Variables ECC PE AW SR R ECK ECK.64 ***.21 **.35 ***.37 *** - ECB.63 ***.16 *.36 ***.31 ***.70 *** *p<.05, **p<.01, ***p<.001 PE=Pro-Environmentalism, AW= Animal Welafare, SR=Social Responsibility, R=Recycling, ECC=Ethical Consumption Consciousness, ECK=Ethical Consumption Knowledge, ECB=Ethical Consumption Behavior 은정적상관관계 (r=.70, p<.001) 를갖고있는것으로나타났다. 4.3.2. 의생활윤리소비의식과일반적인윤리소비행동간관계에서일반적인윤리소비지식의매개효과검증본연구에서는 Baron and Kenny(1986) 의회귀분석에의한매개효과검증하고자다음의단계적절차를시행하였다. 1단계에서독립변수가종속변수에유의한영향을미치는지검증하고 2단계에서는독립변수가매개변수에유의한영향을미치는지검증하였다. 그다음, 3단계에서는독립변수와매개변수, 종속변수를한회귀식에모두투입하여독립변수와매개변수가종속변수에미치는영향을동시에검증하였다. 매개효과검증 1단계와 2단계에서는입력법에의한단순회귀분석을실시하였으며 3 단계에서는단계선택법에의한다중회귀분석을실시하였다. 3단계분석결과, 매개변수가있는상황에서독립변수와종속변수 간관계가통계적으로유의하지않으면매개변수의완전매개 (full mediation) 로판단하며, 독립변수와종속변수의관계가1단계에서보다그영향력이감소하는것으로나타나면부분매개 (partial mediation) 효과로판단한다 (James et al., 2006). 다중회귀분석을이용할때회귀분석의기본적인가정이무시되어문제점을야기시킬수있는것이다중공선성 (multicollinerarity) 의존재여부이다 (Jung & Choi, 2004). 독립변수들간에다중공선성이높으면독립변수와종속변수간의진정한관계를밝히기어렵기때문에다중공선성존재여부를파악하여야한다. SPSS WIN 18.0 프로그램상에서는독립변수들의다중공선성존재여부를진단할수있는통계량인분산팽창요인 (VIF; variance inflation factor) 값을제시하고있다. 분산팽창요인의값 1을기준으로할때 (Jung & Choi, 2004), 본연구의독립변수들의분산팽창요인값모두기준치에적합하였으므로다중공선성존재여부는문제되지않는것으로판단할수있다. 앞서제시한매개효과검증단계에따라의생활윤리소비의식네개의차원별로일반적인윤리소비행동간인과관계에서일반적인윤리소비지식의매개효과를분석하였다 (Table 6). 1단계회귀분석결과, 독립변수인의생활윤리소비의식의각네차원인친환경주의, 동물복지, 사회적책임, 재활용모두종속변수인윤리소비행동에정 (+) 적으로유의한영향을미치는것으로나타났다. 다음 2단계에서는독립변수인윤리소비의식의네차원이각각윤리소비지식에정 (+) 적으로유의한영향을미치 Table 6. Regression analysis for predicting the mediating effect of adolescents' general ethical consumption knowledge in the relationship between ethical consumption consciousness of clothing and general ethical consumption behavior Ethical consumption step a Independent variable Dependent variable β t adjusted R 2 F-value consciousness Pro-environmentalism Animal welfare Social responsibility 1 Pro-environmentalism ECB b.63 10.11***.39 102.18*** 2 Pro-environmentalism ECK c.64 10.44***.40 108.96*** 3 Pro-environmentalism.50 07.22*** ECB ECK.30 04.35***.54 093.54*** 1 Animal welfare ECB.16 01.98*.02 03.93* 2 Animal welfare ECK.21 02.69**.04 07.21** 3 Animal welfare.01 d 00.17 ECB ECK.70 12.29***.49 151.15*** 1 Social responsibility ECB.36 04.92***.13 024.23*** 2 Social responsibility ECK.35 04.75***.12 022.59*** 3 Social responsibility.13 02.24* ECB ECK.65 10.86***.50 079.98*** 1 Recycling ECB.31 04.16***.09 017.26*** 2 Recycling ECK.37 04.94***.13 024.44*** Recycling Recycling.07 d 01.10 3 ECB.48 151.15*** ECK.70 12.29*** ***p<.001 a: 1. Independent variable Dependent variable, 2. Independent variable Mediating variable 3. Independent /mediating variable Dependent variable b: Ethical consumption behavior, c: Ethical consumption knowledge, d: the predicted value in model
의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 939 고있었다. 3단계에서독립변수인윤리소비의식의네차원과매개변수인윤리소비지식을함께투입하여윤리소비의식의네차원별로각각다중회귀분석을실행한결과, 친환경주의와사회적책임두변인은윤리소비지식과함께윤리소비행동에유의한영향을미치는것으로나타났다. 또한이두변인은 1단계에서의종속변수에미치는영향력보다감소하는것으로나타나윤리소비지식의부분매개효과를확인할수있었다. 반면동물복지와재활용은윤리소비지식과독립변수로함께투입되었을경우윤리소비행동에대한영향력이유의하지않은것으로나타나일반적인윤리소비지식의완전매개효과를확인할수있었다. 본연구의결과를통해, 소비자들이기존에갖고있던윤리적신념및생각과함께자신의노력으로사회적변화를일으킬수있다는점을인지할때, 윤리소비행동으로실천하는데동기를부여하고있음을확인하였다. 연구결과, 청소년소비자들이갖고있는의생활윤리소비의식이높을수록일반적인윤리소비지식, 즉윤리적소비에대한정보와지식이많은것으로나타났다. 의생활윤리소비의식과더불어일반적인윤리소비지식이많을수록일반적인윤리소비행동을더많이하는것으로나타났다. 소비지식이소비행동의동기역할을한다는선행연구들 (Barnett et al., 2005; Frick et al., 2004; Sujan, 1985) 과일맥상통하는결과이며, 대상에대한지식수준이높은소비자가그대상에대하여의사결정을내리듯이윤리소비지식이많을수록윤리소비행동을많이하는것을알수있었다. 이에청소년소비자들이윤리소비의식을갖고정확한윤리소비지식을습득하여윤리소비행동을할수있도록윤리소비교육을강화할필요가있겠다. 5. 결론본연구는고등학교학생들을대상으로의생활윤리소비교육프로그램을개발하였다. 즉고등학교기술 가정교과의가정생활문화대단원에서중단원인가족 소비생활문화와의식주생활을중심으로윤리적소비와관련된내용을선정하여윤리적인의류소비생활, 친환경적인의생활윤리소비생활, 인권과동물을위한의생활윤리소비생활, 의생활윤리소비의대중화등 4개의학습주제로나눠 7차시의의생활윤리소비교육프로그램을개발하였다. 이를실제수업에적용하여고등학생들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에변화를알아보고자하였으며다음과같은결론을얻었다. 의생활윤리소비교육프로그램은청소년들의윤리적소비관여도와윤리적소비의식을향상하는데효과적이다. 의생활윤리소비교육프로그램을개발하여실제수업에적용해본결과, 청소년들의의생활윤리소비의식이수업전보다많이향상되었다. 사전-사후평균차이를살펴본결과, 의생활윤리소비의식의하위차원인친환경생활, 동물복지, 사회적책임, 재활용 생활의네가지요인모두에서유의미한차이를보였다. 이에청소년들에게올바른소비문화를정립시켜주기위해서학교에서의체계적이고지속적인의생활윤리소비교육은매우효과적이며필요하다는것을입증할수있었다. 이는교육의효과를높여줄수있는학교에서의소비교육프로그램개발및적용에관한연구가지속적으로이루어져야함을시사한다. 또한, 초등학교에서뿐만아니라다양한가치관이만들어지는과정인중학교와고등학교에이르기까지단계적이고지속적이며체계적으로이루어져야함을알수있다. 의생활윤리소비의식과일반적인윤리소비행동관계에서일반적인윤리소비지식의매개효과를검증하였다. 의생활윤리소비의식과더불어윤리소비지식이윤리소비행동에중요한영향요인임을알수있다. 기존대중매체를통해윤리소비에대해노출되어윤리소비의식이있는청소년들에게보다체계적, 지속적인윤리소비교육프로그램개발및실행으로청소년들이정확한윤리소비지식을함양하여최종적으로윤리소비행동을하도록유도할필요가있다. 즉소비에대한명확한가치관이올바르게정립되어있지않은시기의청소년들을위해윤리소비관련의식, 지식, 행동을높일수있도록효과적인의생활윤리소비교육을하여미래의건전하고건강한소비자로서의삶을살수있도록해야할것이다. 본연구의몇가지한계점및향후연구방향은다음과같다. 본연구는인천시에소재하는고등학교 2학년학생들을대상으로하였기때문에연구결과를일반화하는데제한이있으므로연구의대표성문제를줄이기위해타지역청소년을대상으로한후속연구진행이요구된다. 또한성별, 연령별, 가계소득등의인구통계적요인이나소비가치, 라이프스타일등의사회심리적요인에따른청소년들의윤리소비의식및행동에대한조사가이루어져야할것이다. 청소년들을위한의생활관련윤리소비교육이청소년들의윤리적소비의식함양에지속적인효과가있는지알아보기위해서는장기간에걸친체계적이고꾸준한후속연구가진행되어야할것이다. 감사의글 이논문은 2012년도정부 ( 교육과학기술부 ) 의재원으로한국연구재단의지원을받아수행된연구임 (No. 20110028966). References Bae, H. Y. (2012). Development and application of clothing Life education program in middle school based on arts & culture education and experience. Unpublished master's thesis, Korea National University of Education, Cheongwon. Barnett, C., Cloke, P., Clarke, N., & Malpass, A. (2005). Consuming ethics: articulating the subjects and spaces of ethical consumption. Antipode, 37(1), 23-45.
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의생활윤리소비교육프로그램이청소년들의의생활윤리소비의식과일반적인윤리소비지식및윤리소비행동에미치는영향 941 Cheongwon. Yoon, J. W. (2010). Impacts of materialism and consumers' awareness of companies' furtherance of materialism on ethical consumption behaviors. Unpublished master's thesis, Ulsan University of Education, Ulsan. (Received 20 June 2013; 1st Revised 16 July 2013; 2nd Revised 17 September 2013; Accepted 1 November 2013) Copyright The Society of Fashion and Textile Industry. 2013. This is an open access article distributed under the terms and conditions of the Creative Commons Attribution Non-Commercial license (http://creativecommons.org/licenses/by-nc/3.0/), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.