고등학생의 학업스트레스와 사회적 지지가 학업성취에 미치는 영향

다국어 초록 (Multilingual Abstract)

The influence on the academic achievement of
the high school students by the school stress
and social support.


Son-Ah Choi

Major in Counseling Psychology
Graduate School of Education
Yeungnam University
(Supervised by Byoung-Joo Kim, Ph.D.)


Abstract


The purpose of this study is to find out how high school student’s background valuables, school stress and social support influence the academic achievement. Ultimately, the research is designed to enhance student’s academic achievement and to train talented and healthy human resources. To achieve this purpose, research questions are established as follows;

1. How the school stress, social support considering background valuables such as sex income, parents’ education, parents’ occupation affect the academic achievement?
2. How high school student’s school stress influence the academic achievement?
3. How does high school student’s social support have an influence on the academic achievement?
4. Are the school stress and social support interactive?

First, the level of school stress influenced by background valuables was higher in female group than male. However, there were no meaningful difference regardless of parents’ education, income and occupation and there was no statistically significant difference by sex on social support influenced by background valuables .The results reveal that in support groups, the better parents were educated, the higher level of social support through their families and peers was but there was no significant difference by sex on parents’ income and occupation. In support types, the level of emotional support, self-esteem in female group is higher compared with male group but there was no significant difference by informative, material support. The level of the academic achievement by background valuables in male group was higher compared with female group. The better parents were educated and earned the higher level of the academic achievement was. Also, the research shows the higher level of the academic achievement of parents occupation in clerical and professional positions compared with services, sales, mechanics, technical occupations.
Secondly, in the case of the academic achievement influenced by school stress, higher stressed group had the higher level of the academic achievement in language area. However, there was no significant difference in other areas.
Thirdly, in the case of the academic achievement influenced by social support, the higher support group had the higher level of academic achievement compared with the lower group in family, peer and teacher’s support. The level of the academic achievement was higher in the group of the higher self-esteem. However, there was no significant difference in other valuables. Therefore, the research reveals that the self-esteem has more influence on the academic achievement than emotional, informative and material support.
Finally, in the case of interaction between school stress and social support influencing the academic achievement, the highest group of the academic achievement has the higher level of social support and the higher level of school stress. Also, the lowest group of the academic achievement has the lower level of social support and the higher level of school stress. There was no interactive effect between school stress and social support but there was significant difference on the main effect by social support. Therefore, a variety of programs should be devised to give more social support and also further research should be considered in the future.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• 4. 연구 범위 6
• Ⅱ. 이론적 배경 7
• 1. 학업스트레스 7
• 2. 사회적 지지도 9
• 3. 학업성취도 11
• 4. 선행연구의 고찰 14
• Ⅲ. 연구 방법 19
• 1. 연구 대상 19
• 2. 연구 모형 및 설계 19
• 3. 측정 도구 20
• 4. 자료 분석 22
• Ⅳ. 연구 결과 25
• 1. 배경 변인에 따른 스트레스 25
• 2. 배경 변인에 따른 사회적 지지도 28
• 3. 배경 변인에 따른 학업성취도 34
• 4. 스트레스에 따른 학업성취도 38
• 5. 지지원별 사회적 지지도에 따른 학업성취도 40
• 6. 지지유형별 사회적 지지도에 따른 학업성취도 41
• 7. 스트레스와 사회적 지지도와의 상호작용 42
• Ⅴ. 논의 50
• 1. 배경변인에 따른 학업스트레스, 사회적지지도 및 학업성취도 50
• 2. 학업스트레스에 따른 학업성취도 52
• 3. 사회적 지지도에 따른 학업성취도 53
• 4. 학업스트레스와 사회적 지지도와의 상호작용 54
• Ⅵ. 결론 및 제언 55
• 1. 결 론 55
• 2. 제 언 56
• 참고문헌 58
• 영문초록 62
• <부록> 설문지 65