고3학생들의 학업스트레스원(源)에 따른 학업스트레스 증상과 대처방식 : 일반계 고등학생 남녀 비교를 중심으로

다국어 초록 (Multilingual Abstract)

Based on the research result, the conclusion of the research based on the comparison of male and female general high school students on academic stress symptoms of third year high school students according to academic stress reasons and counter measure is as follows.
First, it turned out that male students received more parent and friend related academic stress than female students. There was no statistically significant difference by sex on teacher related academic stress. In overall, male students was shown to receive more academic stress than female students. Therefore, in order to make more use of the aptitude of male students who enjoy action and adventure novels than words or fairy tales, education environment need to be changed for example increase of club and special activities and parents need to share their expectation level of their children with their children.
On the other hand, after measuring the physical, mental and behavioral stress symptoms, it was observed that there is no difference on academic stress symptoms by sex. Such result indicates an era for a new human type of a neutral image and that "male-like" and "female like" character inclined towards one image do not exist anymore.
Secondly, after researching the level of academic stress according to academic stress reasons, it was found that friend related academic stress tend to be higher in students with higher grade and there was no difference in overall academic stress, parent related academic stress and teacher related academic stress according to academic grades. In addition, it was measured that there was no statistically significant difference on stress symptoms according to academic grades.
Thirdly, as a result of examining the mutual relationship between academic stress reasons and stress symptoms, a higher relationship with the stress symptoms was shown in the order of teacher related, parent related and friend related in case of male students and in the order of parent related, friend related and parent related in case of female students. Therefore, it turned out that there is a high mutual relationship between academic stress reason (whole) and stress symptoms.
Fourthly, on the counter measure on academic stress by sex, there were most males carry out the counter measure in together with another work and there were most females who take a passive counter measure. However, there was no big difference in the measure dealing with stress. After examining the difference in efficiency by stress counter measure, it was found that the measure was efficient in the order of carrying out in parallel, passive and active. Therefore, both male and female high school students used counter measures such as listen to music the most. Such counter measure can be used easily by everyone, does not require special effort or is not an unique counter measure developed by oneself. For students to cope with stress well, they need to compromise with themselves or others depending on the problem.
Fifthly, it turned out that there is no relationship between stress counter measure and the whole academics stress reason, parent related, friend related and teacher related academic stress reason. In addition, it was also observed that there is no relationship between stress counter measure and total stress symptoms, physical, mental and behavioral stress symptoms.
Accordingly, different from existing academic stress related researches, since it was carried out on 3rd year high school students by sex and academic grade, it is meaningful in the sense that it provides data on academic stress, stress symptom and stress counter measure in general high school.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경
• 1. 학업스트레스의 개념 5
• 2. 학업스트레스원 7
• 3. 스트레스증상 8
• 4. 스트레스 대처방식의 유형 10
• 5. 선행연구 고찰 12
• Ⅲ. 연구 방법 18
• 1. 조사대상 18
• 2. 조사방법 및 도구 19
• 3. 자료의 처리 21
• 4. 연구의 제한점 22
• Ⅳ. 연구 결과 및 해석
• 1. 남녀별 학업스트레스원별 학업스트레스 23
• 2. 성적별 학업스트레스원별 학업스트레스 25
• 3. 학업스트레스원과 스트레스증상과의 상관관계 28
• 4. 학업스트레스 대처방식의 차이 33
• 5. 스트레스 대처방식별 학업스트레스원의 차이 38
• Ⅴ. 요약 및 결론 41
• 1. 요약 41
• 2. 결론 43
• 3. 제언 46
• 참고 문헌 48
• 부록 : 설문지 51