중학생의 학업스트레스와 행복 및 성적의 관계에서 스트레스 대처방식과 정의적 변인의 매개효과 = The mediation effect of stress coping strategy and affective variables in the relationships between academic stress of middle school students and their happiness and achievement

다국어 초록 (Multilingual Abstract)

The purposes of this study are as follows.
The first purpose is to develop academic stress scale. The second purpose is to investigate the mediation effect of stress coping strategy and affective variables - such as academic performance self-efficacy, achievement goal orientation, test anxiety - in the relationships between academic stress of middle school students and their happiness and achievement. The third purpose is to investigate casual model made based on the factors of academic stress, mediation variables, happiness, achievement and environment variables such as class atmosphere and family function. The factors of environment variables are added to complete the multi mediation model.
For this study, the first and third grade students of K middle school in Jeonju were surveyed from Dec. 1 to Dec. 11, 2009. The academic stress test was made referring to precedent studies and then, confirmatory analysis was carried out. To analyze the collected data, correlation analysis, SEM(structural equation modeling) analysis were used.
The study results can be summarized as follows.
First, academic stress test was developed referring to precedent studies and pre-survey on academic stress. The academic stress test was modified to improve the adequacy of acdemic stress test. The adequacy of modified academic stress test was satisfactory showing =61.854, TLI=.936, CFI=.965, GFI=.951, RMSEA=.088. And it was proved that factor structure of search group can be generalized in the cross group. The search group of academic stress was the third of middle school, the cross group of academic stress was the first of middle school.
Second, stress coping strategy had partial mediation effect in the relationships between academic stress of middle school students and their happiness and achievement.
Academic performance self-efficacy had partial mediation effect in the relationships between academic stress and happiness, while this academic performance self-efficacy had complete mediation effect in the relationships between academic stress and achievement.
The mastery-approach goal and performance-approach goal in the achievement goal orientation had partial mediation effect in the relationships between academic stress and happiness and achievement. The avoidance goal orientation(mastery-avoidance goal and
performance-avoidance goal) had partial mediation effect in the
relationships between academic stress and happiness, while this avoidance goal orientation had complete mediation effect in the relationships between academic stress and achievement.
Test anxiety had partial mediation effect in the relationships between academic stress and happiness, while this test anxiety had complete mediation effect in the relationships between academic stress and
achievement.
Third, as the verification results of the casual model of academic stress and happiness, there was no meaningful difference between the factors in the path of class atmosphere and academic stress, and the path of academic stress and academic performance self-efficacy. But statistically significant difference was found in the remaining other paths. The better family function is, the lower academic stress and higher happiness is. The better class atmosphere is, the higher happiness is.
As the verification results of the casual model of academic stress and achievement, there was no meaningful difference between the factors in the path of class atmosphere and academic stress, the path of academic stress and academic performance self-efficacy and the path of test anxiety and achievement. But statistically significant difference was found in the remaining other paths. The better family function is, the lower academic stress is.
It is expected that the results of this study provide theoretical base which is applicable to learning guidance for middle school students. tthe results can be used for further studies as basic materials.

목차 (Table of Contents)

• ABSTRACT ⅶ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• Ⅱ. 이론적 배경 6
• 1. 학업스트레스 6
• 2. 학업스트레스와 환경 11
• 3. 학업스트레스와 행복 13
• 4. 학업스트레스와 성적 25
• Ⅲ. 연구모형 28
• 1. 단순매개모형 28
• 2. 인과모형 29
• Ⅳ. 연구방법 31
• 1. 연구대상 31
• 2. 측정도구 31
• 3. 검사 실시 절차 35
• 4. 자료처리 및 분석방법 36
• Ⅴ. 학업스트레스 검사 개발 및 타당화 37
• 1. 학업스트레스 개념 구조 37
• 2. 예비조사 37
• 3. 구인타당도 38
• 4. 교차타당화 ·40
• Ⅵ. 측정모형 검증 43
• 1. 학업스트레스와 행복의 측정모형 검증 45
• 2. 학업스트레스와 성적의 측정모형 검증 46
• Ⅶ. 학업스트레스와 행복의 인과모형 검증 48
• 1. 단순매개모형 검증 48
• 2. 학업스트레스와 행복의 인과모형 검증 58
• Ⅷ. 학업스트레스와 성적의 인과모형 검증 62
• 1. 단순매개모형 검증 62
• 2. 학업스트레스와 성적의 인과모형 검증 72
• Ⅸ. 논의 76
• Ⅹ. 결론 및 제언 82
• 1. 결론 82
• 2. 제언 84
• 참고문헌 86
• 부록 99