중학생의 스트레스 요인과 스트레스 대처방식에 관한 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to have an appropriate understanding and get actual counseling datum of middle school students by comparing and analysing the factors of and coping the stress according to their grade, gender, region, gender of each region, and gender of each grade.
The research questions are as follows:
First, Are there any differences in the level of middle school students' stress according to their grade, gender, region, gender of each region, and gender of each grade?
Second, Are there any differences in middle school students' stress coping according to their grade, gender, region, gender of each region, and gender of each grade?
Third, How influencing are the ways of stress coping according to the factors of the stress?
To identify the factors of stress, this study used the questionnaire of Won Hotaek and Kim Soonhwa(1986) which had been revised and supplemented by Kim Sumi(2006), and to measure the ways of stress management, this study used framework of Lazarus & Folkman(1984) which Yeon Jaehum(1995) had been reorganized.
This study analysed 472 questionnaires which had been distributed to 480 middle school students who were in J city, C city, and N city.
Calculating the Mean(M) and the Standard Deviation(SD) of the subordinate domain of the stress, every analysis used SPSS 10.0 for Windows, and examined the difference in recognition [① regarding the general characteristics] using independent samples t test and one-way analysis of variance. Further, crosstabulation analysis was operated to investigate the way of stress coping [① regarding the general characteristics], to investigate the effect of stress coping according to their factors, multinominal analysis was operated.
Conclusion drawn from the study are as follows:
First, third graders showed higher level of stress than the other graders. Female students showed higher level of stress than male students in (coping with) school life, personal problems, and environmental factors. No regional difference showed in the level of stress. Female third graders showed higher level of stress than the other graders in school life, relationships, personal problems, and environmental factors. Town and township female students showed higher level of stress than the other regions in (coping with) personal problems and environmental problems.
Second, No difference showed in stress coping among grades. Male students preferred problem solving style and female students preferred pursuing emotional intimacy, diversion(recreation) and avoidance in (coping with) relationships, environment, and family life stress. Urban students mentioned pursuing emotional intimacy but town and township students mentioned avoidance, pursuing emotional intimacy, and diversion(recreation) in (coping with) self-stress and family life stress. second and third male graders mentioned problem solving and first male graders mentioned avoidance most in (coping with) relational stress. Urban male students preferred avoidance most, but town and township male students preferred problem solving in (coping with) stress from relationships and environment. Urban male and female students and town and township female students preferred pursuing emotional intimacy most in (coping with) family life stress but town and township male students mentioned problem solving most.
Third, This research shows that students usually use problem solving in stress from school life, avoidance and problem solving in stress from relationships, diversion(recreation) in stress from environmental factors, and pursuing emotional intimacy in stress from family life. It also shows that students usually use pursuing emotional intimacy the most, and diversion(recreation), problem solving, and avoidance in self-stress.
The results of this study show that relational stress have an influence on how to cope with stress from school life, relationships, and self. It also shows that family life stress have an influence on how to cope with stress from relationships, self, and environment.

목차 (Table of Contents)

• Ⅰ. 서론 11
• 1. 연구의 필요성 및 목적 11
• 2. 연구 문제 14
• 3. 용어의 정의 14
• 4. 연구의 제한점 15
• Ⅱ. 이론적 배경 16
• 1. 스트레스의 개념 16
• 2. 스트레스 요인 19
• 3. 스트레스 대처방식 23
• 4. 선행연구 고찰 27
• Ⅲ. 연구방법 33
• 1. 연구대상 33
• 2. 검사도구 35
• 3. 자료의 처리 및 분석 36
• Ⅳ. 연구결과 37
• 1. 중학생의 스트레스 수준 37
• 2. 중학생의 스트레스 대처방식 43
• 3. 스트레스 요인별 스트레스 대처방식의 영향력 50
• Ⅴ. 논의 63
• Ⅵ. 요약 및 결론 70
• 1. 요약 70
• 2. 결론 73
• 참고문헌 76