중학생의 스트레스 수준과 스트레스 대처 유형 및 학교 적응도와의 관계 = Relationships Among Middle School students' Stress Level and a Way of Coping with Stress and Their School Adaptation

다국어 초록 (Multilingual Abstract)

This study aims at finding the basic information for understanding and counseling students in educational field by identifying students' stress level and a way of coping stress by grade, by sex, and by academic achievement.
To accomplish the purpose, a total of 332 students of boys' and girls' middle schools at Samnye-eup, Wanjoo-goon in Jeollabookdo, 99 first-graders, 123 second-graders, and 110 third-graders, were asked to participate in a questionnaire survey.
Several tools were used for the survey: the tool that had been used in Lee Sangtack(2000) and Jeong Seonhee(1998) studies was modified to measure one's stress level, while a way of coping processes in Song Keumhee(1998) study was modified. Kim Yongrae(1993)‘s tool was used to measure school adjustment.
The data collected were analyzed to answer the questions and hypotheses as follows;
Question 1. Is there any difference in middle schoolers' stress level by sex, by grade, and by academic achievement?
Hypothesis 1. Middle schoolers' stress level will vary by sex, by grade, and by academic achievement.
Question 2. Is there any difference in middle schoolers' ways of coping stress by grade, by sex, and by academic achievement?
Hypothesis 2. Middle schoolers' ways of coping stress will vary by grade, by sex, and by academic achievement.
Question 3. Is there any difference in middle schoolers' school adjustment by sex, by grade, and by academic achievement?
Hypothesis 3. Middle schoolers' school adjustment will vary by sex, by grade, and by academic achievement.
Question 4. Does middle schoolers' stress correlate with their school adjustment?
Hypothesis 4. Middle schoolers' stress will correlate with their school adjustment.
Question 5. Do middle schoolers' ways of coping stress correlate with their school adjustment?
Hypothesis 5. Middle schoolers' ways of coping stress will correlate with their school adjustment.
A Frequency analysis was conducted to find the general characteristics of subjects, with Reliability test to find reliability among items, as well as predictability and accuracy, Principle component analysis was employed to analyze validity binding factors of items. To find the difference in stress level, a way of coping stress, and school adjustment in terms of general characteristics, t-test, a test to find a difference in mean value, and One way Anova were used. And, correlation analysis was used to find the relationship between stress level and school adjustment, and the relationship between a way of coping stress and school adjustment. The SPSSWIN 12.0 statistical program was used for the analysis, at the significance level of p<.05, p<.01, and p<.001.
The results were summarized as follows;
First, regarding middle schoolers' stress level, girls are more likely to be under stress than boys do, while first graders are less likely to get stress than higher graders. Those with higher academic achievement are more likely to be under stress than those with lower achievement.
Second, regarding a way of coping stress, girls are more likely to cope with stress by backing sentiment, by controling emotion, and by making self-reproach than boys do. Also, third-graders are more likely to cope with stress by participating willingly in various activities, by escaping help-seeking, by controling emotion, and by making self-reproach, compared with first- and second-graders. Students with higher academic achievement are more likely to cope with stress by participating willingly in various activities, by inclining toward their temperament, and by supporting their sentiment, without significance.
Third, regarding a difference in school adjustment by sex, boys rather than girls are more likely to be well-adapted to school setting, teachers, and classes, to have better peer relationship and school life. Specifically, first-graders are better adapted to school life and teachers, and have better relationships with teachers, classes, and peers. For the difference in terms of academic achievement, a group of those with higher academic achievement is more likely to be well-adapted to schools related to teachers, classes, and peer relationship.
Fourth, a significant negative correlation is shown in terms of correlation between middle schoolers' stress level and school adjustment.
Fifth, a significant positive correlation is found in terms of correlation between middle schoolers' ways of coping stress and their school adjustment.

목차 (Table of Contents)

• 목차
• ABSTRACT = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 스트레스의 개념 = 5
• 가. 반응으로서의 스트레스 = 5
• 나. 자극으로서의 스트레스 = 7
• 다. 유기체와 환경과의 상호작용으로서의 스트레스 = 8
• 2. 청소년기의 스트레스와 학교 적응 = 10
• 가. 스트레스 대처 유형 = 12
• 나. 학교 적응 = 14
• Ⅲ. 연구방법 = 18
• 1. 연구대상 = 18
• 2. 자료수집 방법 = 18
• 3. 측정도구 = 19
• 가. 스트레스 정도 측정 도구 = 19
• 나. 스트레스 대처 유형 측정 도구 = 20
• 다. 학교 적응 측정 도구 = 21
• 4. 자료분석 = 22
• Ⅳ. 연구 결과 및 논의 = 24
• 1. 중학생의 스트레스 정도 차이 = 24
• 2. 중학생의 스트레스 대처 유형 차이 = 30
• 3. 중학생의 학교 적응 차이 = 36
• 4. 중학생의 스트레스 정도와 학교 적응과의 관계 = 42
• 5. 중학생의 스트레스 대처 유형과 학교 적응과의 관계 = 43
• 6. 논의 = 44
• Ⅴ. 요약 및 결론 = 46
• 1. 요약 = 46
• 2. 결론 = 48
• 참고문헌 = 52
• 부록 = 56