아동이 지각한 부모의 학업성취압력, 성격특성 및 일상적 스트레스와의 관계 = The Relationship among Perceived Academic Achievement Pressure Put by Parents, Personality traits and usual Stresses of Pupil

다국어 초록 (Multilingual Abstract)

The study aims at providing ways to ease the stress detrimental to children's emotional health by investigating parental involvement on achievement tests, personality characteristics and usual stress as perceived by children.
Below are the objectives set through this study;
First, what does outstanding difference exist in each of parental involvement on achievement tests, personality characteristics and usual stress by children's gender? Second, what does outstanding difference exist in each of parental involvement on achievement tests, personality characteristics and usual stress depending on children's grades in school? Third, what connectivity exists between parental involvement on achievement tests, personality characteristics and usual stress perceived by children?
Over a total of 285 students(148 males and 137 females) who are fourth, fifth and sixth graders in an elementary school located in Daejeon, the analytical tools used in a preliminary study included the questionnaire of parental involvement on achievement tests, the questionnaire of personality characteristics and the questionnaire of usual stress by assessing through t-test for independent samples, ANOVA, correlation analysis and regression analysis.
The results analyzed from this study are as follows;
First, there showed stronger level of perception by female students rather than male students with regard to parental involvement on their children's achievement tests by sex.
Second, females were stronger in the dimension of toughmindedness than males, but on the contrary in the dimension of lie with regard to the differential level of personality by gender.
Third, coeds were in higher level of stress than the opposite sex in areas of teacher and school with regard to analytical assessment of stress level by gender. Fourth, there revealed no signigicant difference in oppression on academic achievements by school grading.
Fifth, when it came to differential level of personality by graders, lower scores were shown in 6th graders rather than any other graders as for toughmindedness, while 6th graders showed higher than 4th graders in the dimension of lie.
Sixth, the assessment of stress level by grader showed that the fifth graders disclosed higher than 4th graders in the overall stress, which was categorized into learning factor showing more stress in the fifth graders than 4th and 6th graders, and environmental factor showing more stress in 6th graders than 4th graders.
Seventh, after analyzing parental involvement on achievement tests, personality characteristics and stress level, the oppression on academic achievements showed identifiably positive correlation with the stress level in all areas except for the friend area.
Eighth, the oppression on academic achievements showed identifiably positive correlation with toughmindedness and neuroticism that was especially identifiable in positive correlation with all areas of stress level.
Lastly, after performing the regression analysis under the condition of restricting gender and grading variables to understand how parental involvement on achievement tests and personality characteristics were influential to the stress level, the oppression on academic achievements together with personality characteristics based on neuroticism gave impact on the overall stress level.
In consequence, it was verified in this study that the parental involvement on achievement tests and personality characteristics be influential to the stress level perceived by children as usual. In this regard, the parents must be oriented to restrain themselves from forcibly imposing the oppression of academic achievements to their children, while letting them to voluntarily carry out their tasks encouraged by their ability and intrinsic motivations. Likewise, the teachers must take more effective actions in their teaching to guide the pupils to cope with the usual stress quite well, while keeping an eye on their personal characteristics according to grading and gender. In particular, special care coupled with proper education must be taken to emotionally unstable children by both parents and teachers.
It should be noted on the shortcomings and suggestions of this study as follows;
Firstly, further researches on more diversified samples in wider territories are required in light of the fact that this study was only based on one elementary school located in Daejeon City as a sample.
Secondly, more studies should be followed over the all grades of elementary school as the childhood conceptualized in Korea means inclusive for all grades. Lastly, the surveying methodology depending on multi-sectional questionnaire must be developed to overcome the recent limitation relying on self-reporting styled questionnaire used for this study.

목차 (Table of Contents)

• I. 서론 1
• Ⅱ. 연구방법 18
• 1. 연구대상 18
• 2. 연구절차 18
• 3. 연구도구 19
• 4. 자료 분석 24
• Ⅲ. 연구결과 25
• 1. 성별에 따른 학업성취압력의 차이 25
• 2. 성별에 따른 성격차원 점수의 차이 25
• 3. 성별에 따른 스트레스 수준의 차이 26
• 4. 학년에 따른 학업성취압력의 차이 27
• 5. 학년에 따른 성격차원 점수의 차이 28
• 6. 학년에 따른 스트레스 수준의 차이 29
• 7. 학업성취압력, 성격차원 및 스트레스 수준의 차이 31
• Ⅳ. 논의 35
• 참고문헌 43
• 부록 50
• Abstract 58