학업스트레스에 대한 대처방식과 학습동기와의 관계 = Relationship between the Coping Style with Study Stress and the Learning Motivation

다국어 초록 (Multilingual Abstract)

ABSTRACT

Relationship between the Coping Style with Study Stress and the Learning Motivation

Ro Ok-kyeong
Major in Educational Psychology and Counseling
Graduate School of Education
Kyungwon University


The purpose of this study is to offer data that canhip between the coping style with study stress and the learning motivation.
To achieve the above research objective contribute to reduction in symptoms caused by study stress, by examining relations, the following research problems were established.
1. Which difference there is in learning motivation according to kinds in study stress?
2. Which difference there is in learning motivation according to coping style with stress?

To solve the above research problems, the questionnaire on study stress, the questionnaire on coping style with study stress, and the questionnaire on scale in learning motivation were carried out targeting 304 boy & girl students in the 6th grade of S elementary school where is located in Bundang of Seongnam city.
The collected data was processed with a statistical method in SPSSWIN 16.0.
Findings, which were clarified in this study, are as follows.
First, relationship between study stress and learning motivation could be known to have significant difference. Among sub-spheres for study stress, the study stress related to parents and teachers was indicated to have great influence upon learning motivation. Even the study stress related to friends was indicated to have correlation depending on learning motivation. It could be known that the higher study stress related to parents and teachers leads to the lower learning desire, to the more negative learning attitude, and to the lower sense of purpose for learning.
Second, the relationship between the coping style with stress and the learning motivation could be known to have difference. It was indicated that the more use in the positive coping style with stress leads to the higher learning motivation. It was indicated that the more use in the passive coping style and the aggressive coping style leads to the lower learning motivation.

The following are the educational implications according to the above findings.
First, there needs an effort to alleviate heavy-stress factors with perceiving that proper study stress is conducive to schoolwork, but given being pressed much, there is limitation of ability with which a child can cope.
Second, there needs guidance in order to be trained within the curriculum by being developed a program that can foster strength available for coping properly with stress to be experienced.
Third, it is desirable to be made discussion about how to reduce and overcome students' stress factors with connection in home and school.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․1
• 1. 연구의 필요성 및 목적 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․1
• 2. 연구문제 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․4
• Ⅱ. 이론적 배경 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․5
• 1. 스트레스의 개념 및 증상 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․5
• 2. 학업 스트레스 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․7
• 3. 스트레스 대처방식 ․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․․R