학습자스트레스, 학교적응(대처) 및 학업성적 = Learner's Stress, School-Related Coping and Academic Achievement

다국어 초록 (Multilingual Abstract)

The purpose of this research was to analyze the relationships among middle and high school learner's stress, school-related coping, and academic achievement. The subjects of this research sampled 416 middle and high school students in Seoul and other provinces. The instruments used for the data collection were 『Learner's Stress Scale』(Kim, Yong Rae, 2004), 『School-Related Coping Scale』(Kim, Yong Rae, 2000), and 『Academic Achievement Test』(2004, Teacher-made Test).
Collected data-analyses were processed by SPSS/Win 11.0 program, and analysed correlation, t-test, and multi-regression analysis. All statistic values in this research were tested by t-test and F-test at the significant level of p＜.05.
The major findings in this research were as follows:
First, there were a significant negative correlation between 'learner's stress' and 'school-related coping'(-.111, p＜.05), a non-significantly correlation between 'learner's stress' and 'academic achievement'(-.091, p＞.05), and a significantly positive correlation between 'school-related coping' and 'academic achievement'(.267 p＜.01).
Second, there were a significant differences in 'learner's stress'(t: 2.159, p＜.05) and in 'school-related coping'(t: 4.249, p＜.001) by sex at middle and high school students.
Third, Among 'learner's stress' sub-factors, 'school-situation stress' and 'social stress' made an significance estimate and a significant negatively combined influences for academic achievement(6.2%, p＜.00). And among learner's 'school-related coping' sub-factors, 'school-related-instruction' and 'school-related situation' were significantly combined influences for secondary school learner's academic achievement(19.0%, p＜.05).

목차 (Table of Contents)

• Ⅰ. 연구의 필요성과 목적
• Ⅱ. 학습자스트레스와 적응(대처)의 개념
• Ⅲ. 학습자스트레스와 학교적응(대처)의 관계
• Ⅳ. 연구가설과 연구방법
• Ⅴ. 결과분석
• Ⅵ. 결론
• 참고문헌
• Abstract
• 부록