중학생의 학업스트레스와 학교적응 및 학업성취도간의 관계에 관한 연구

국문 초록 (Abstract)

학업스트레스가 높은 학생일수록 학교적응에 어려움을 느끼고 있으며, 학교생활에의 적응도가 낮은 학생일수록 학업성취도가 낮고 최하위권은 거의 대부분의 하위요인에서 스트레스가 높다는 점을 확인하였다. 특히, 학업스트레스 요인 중 시험, 수업, 공부, 주위환경 스트레스 대처능력을 기르고, 학교환경적응과 학교생활적응도를 향상시키기 위한 노력이 요구된다.

다국어 초록 (Multilingual Abstract)

This study was conducted to explore differences in relations among academic stress, school adjustment and academic achievement of middle school students and to identify the characteristics of the relations.
The research questions of this study are as follows.
A. Is there a difference of school adjustment according to gender and the level of academic achievement?
B. Is there a difference in academic stress according to gender and the level of academic achievement?
C. How is the relation between school adjustment based on gender, locality and school year and academic stress?
In order to answer these questions, samples of first grade students (100 males and 100 females) and third grade students (100 males and 100 females) of middle schools located in Masan, Gyeongsangnam-do were collected and analyzed. Academic stress test and school adjustment test were applied as test tools.
Summary of the results from this study is as follows.
First, both male and female students with the lowest lev디 of school records marked 3.62 in terms of school records stress by gender and the level of academic achievement. However, interaction on school records stress between gender and the level of academic achievement was insignificant.
Second, both male and female students with the lowest level of school records had the highest stress of examinations by the level of academic achievement marking 3.36 an 3.35, respectively while interaction effects on examination stress between gender and the level of academic achievement were insignificant.
Third, in terms of class stress by gender and the level of academic achievement, both male and female students with the lowest level of school records marked highest with 3.26 and 3.29, respectively, which means that the level of academic achievement showed a statistically significant difference but gender had no significant difference.
Fourth, in terms of study stress by gender and the level of academic achievement, male and female students with the lowest level of school records marked highest with 3.75 and 3.69, respectively. Interaction effects on study stress between gender and the level of academic achievement were insignificant.
Fifth, in terms of career stress by gender and the level of academic achievement, both male and female students with the lowest level of school records marked highest with 3.21 and 3.41, respectively. Interaction effects between gender and the level of academic achievement were insignificant.
Sixth, male students with the lowest school records marked 2.83 for stress from relationships with teachers by gender and the level of academic achievement while female students with the low level of school records marked the highest 2.30.
Seventh, stress from relationships with family by gender and the level of academic achievement had highest marks of 3.02 and 2.89 between male and female students with the lowest school records while there was a significant difference in the order of those with the upper school records, the lowest and the middle. This shows that the upper level students feel increased stress as parental expectations are greater, which becomes a burden to students.
Eight, in terms of stress from relationships with friends by gender and the level of academic achievement, male students with the lowest school records marked 2.74, the highest while female students of the upper level marked the highest, 2.32, which means that stress from relationships with friends was more significant for the upper and the lowest level than the middle level. The upper level female students had the highest stress from relationships with friends, which reveals that competition, envy or jealousy work more on female students than male students.
Ninth, in terms of stress from adjustment to environment by gender and the level of academic achievement, both male and female students with the lowest school records ranked highest marking 3.56 and 3.53, respectively and there was a signigicant difference in the order of the lowest, the low, the middle, the upper and the highest level.
Tenth, both male and female students with the lowest level of school records had highest marks of 3.48 and 3.24 for stress from adjustment to teachers by gender and the level of academic achievement and interaction effects on stress from adjustment to teachers by gender and the level of academic achievement were insignificant.
Eleventh, in terms of stress from adjustment to classes by gender and the level of academic achievement, both male and female students with the lowest level of school records showed the highest marks of 3.71 and 3.79, respectively. There was a significant difference in the order of the lowest, the low, the middle, the upper and the highest.
Twelfth, in terms of adjustment to friends by gender and the level of academic achievement, both male and female students with the lowest level of school records marked highest with 3.49 and 2.96, respectively. There was a signigicant difference in the order of the lowest, the low, the middle, and the highest.
Thirteenth, both male and female students with the lowest school records marked highest with 3.33 and 3.28, respectively for stress from adjustment to daily lives by gender and the level of academic achievement with a significant difference in the order of the lowest, the low, the middle, the upper and the highest.
Fourteenth, in terms of relations between academic stress and school adjustment stress by gender, it was found that as for factors of school records of academic stress of male students, adjustment to teachers and adjustment to classes of school adjustment stress had a static correlation but examination factors of academic stress had little correlation with all factors of school adjustment stress. On the other hand, for female students, school records factors of academic stress had a low static correlation with the factor of adjustment to class of school adjustment stress and the examination factor of academic stress had a low correlation with adjustment to teachers and adjustment to classes of school adjustment stress.
Fifteenth, in terms of academic stress and school adjustment stress by locality, in cities, the study factor of academic stress had a low static correlation with factors of adjustment to teachers and adjustment to classes of school adjustment stress and the examination factor of academic stress had a low correlation between adjustment to teachers and adjustment to classes of school adjustment stress. On the other hand, in Eup and Myun areas, the school records factor of academic stress had little correlation with all sub-factors of school adjustment stress and the examination factor of academic stress had a clear static correlation with the factor of adjustment to environment of school adjustment stress.
Sixteenth, in terms of relationships between academic stress and school adjustment stress by school year, the school records factor of academic stress of the first grade students had a low static correlation with the factors of adjustment to teachers and adjustment to classes of school adjustment stress and the examination factor of academic stress had a low correlation with the factors of adjustment to teachers, adjustment to classes and adjustment to daily lives of school adjustment stress. On the other hand, the school records factor of academic stress of the third grade students had a low static correlation with the factor of adjustment to classes of school adjustment stress and the examination factor of academic stress had little correlation with the factor of school adjustment stress.
This study found that students with higher academic stress felt more difficulties in school adjustment, that students with lower level of adjustment to school life provided lower academic achievement, and that students with the lowest school records had higher stress in most of the sub-factors. Especially, persistent efforts to grow capacity to cope with stresses from examination, classes, study and the surrounding environment among academic stress factors and to improve the level of adjustment to school environment and school life are necessary.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 스트레스 = 4
• 2. 학교적응 = 9
• 3. 선행연구 고찰 = 13
• Ⅲ. 연구 방법 = 17
• 1. 연구 대상 = 17
• 2. 측정 도구 = 17
• 3. 자료수집 및 분석 방법 = 19
• Ⅳ. 연구결과 = 20
• 1. 성별과 학업성취 수준별 학업 스트레스의 차이 = 20
• 2. 성별과 학업성취 수준별 학교적응 스트레스의 차이 = 30
• 3. 학업 스트레스와 학교적응의 관계 = 36
• Ⅴ. 결론 = 42
• 1. 요약 = 42
• 2. 제언 = 45
• 참고문헌 = 46
• Abstract = 50
• 부록 = 56