중국 유학생의 여가활동 참여가 학업스트레스 및 학교생활적응에 미치는 영향 = The Effects of Participation in Leisure Activities of Chinese Students in Korea on Their Academic Stress and School Life Adaptation

다국어 초록 (Multilingual Abstract)

First, as to differences in leisure activity time of Chinese students in Korea between mental activity and social activity, leisure activity time of female students was longer than that of male; male students spent more leisure time than female on physical activity and amusement activity. As for differences in the academic stress of Chinese students in Korea according to sex, female students were under higher stress than mele on average; as for differences in the academic stress according to the length of their stay, students staying for over 3 years were under lower stress. As for differences in school life adaptation of Chinese students in Korea according to sex, female students were higher in the academic adaptation and personal emotion adaptation, while male students were higher in social adaptation and campus life adaptation. As for differences in the academic stress according to the length of stay in Korea, students of one or two years` stay were higher in social adaptation and campus life adaptation, while students of over three years` stay were smooth in school life adaptation. Second, the influence of participation in leisure activities of Chinese students in Korea on the academic stress, mental and physical activities had a significant influence on expectation. In the influence on expectation, physical and amusement activities had a significant influence on it. In the influence on the inner side, physical activity had a significant influence. In the influence on expression, physical and social activities had a significant influence. Third, as for the influence of participation in leisure activities of Chinese students in Korea on school life adaptation, in the influence on the academic adaptation, mental and social activities had an influence on it; in the influence on social adaptation, amusement activity had an influence; in the influence on persona1 emotion adaptation, amusement and social activities had a significant influence; in the influence on campus life adaptation, amusement and social activities had a significant influence. Fourth, to study the relations between academic stress and school life adaptation: as seen above, the academic stress had a great influence on satisfaction of school life.