청소년의 학업 스트레스가 우울증상에 미치는 영향과 반응양식의 조절효과

다국어 초록 (Multilingual Abstract)

This study examined the effects of academic stress and response styles on depression in adolescents, focusing on the moderating role of responses styles. The subjects of this study comprised 419 high school students (185 boys 234 girls) in two high schools. In order to measure the level of depression, the CES-D Scale (Radloff, 1997) was used. Academic stress and response styles were assessed by the Academic Stress Scale for adolescents (Lee & Kim, 2000) and the Response Styles Questionnaire (Kim, 1991) respectively. The data were analyzed by means of descriptive statistics t-test, and multiple regressions. The results indicated that for both boys and girls, the levels of academic stress and rumination response style increased the level of depression, whereas the distraction response style decreased the level of depression. Second, both the rumination and distraction style increased the level of depression styles for girls moderated the effect of academic stress on their depression. On the contrary, there was no moderating effect of the response styles for boys.

참고문헌 (Reference)

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