중학생의 비만의식, 학업스트레스, 신체적 효능감, 식행동의 관련성 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate relationship among consciousness for obesity, academic stress, physical self-efficacy, dietary behavior and gender of middle school students and a questionnaire survey is conducted for 1054 students from two schools in Gyeonggi, three schools in Seoul from May 21, 2010 to June 10, 2010 through self-administration method.
For the final 1013 papers selected from the questionnaire, factor analysis, reliability analysis, t-test, one-way ANOVA, correlation analysis and regression analysis are carried out by using Windows Program SPSS/PC Version 17.0 and the result is followings as below.
Firstly, in the analysis of difference in obesity, BMI and consciousness for obesity show attitude toward obesity and obesity stress in order of overweight, normal weight and underweight and have significant differences in all factors except attitude toward obesity according to BMI.
Secondly, in the verification of academic stress, there are significant differences in only school stress according to consciousness for obesity and achievement pressure by parents.
Thirdly, in physical self-efficacy study, according to BMI, only recognized physical capability has significant differences in order of normal weight, underweight and overweight, and for recognized physical capability and self-expression, there are significant differences among groups of overweight, normal weight and underweight in order of underweight, normal weight and overweight.
Fourthly, in the verification of dietary behavior, salt intake has significant differences in order of overweight, underweight and normal weight according to BMI. And from consciousness for obesity, late-night meat has significant differences in order of underweight, normal weight and overweight. On the other hand stressful binge has significant differences in order of overweight, normal weight and under weight in both BMI and consciousness for obesity.
Fifthly, in the analysis of effect of consciousness for obesity on physical self-efficacy, obesity stress has a significantly negative effect on both recognized physical capability and self-expression confidence. In the analysis of effect of academic stress on physical self-efficacy, school stress has a significantly negative effect on recognized physical capability and self-expression confidence.
Sixthly, in the analysis of effect of consciousness for obesity on dietary behavior, attitude toward obesity has a significantly positive effect on nutrient intake and late-night meal intake, and obesity stress has a significantly positive effect on eating habit and stressful binge but a significantly negative effect on late-night meal intake. School stress has a significantly positive effect on late-night meal intake, instant meal intake and stressful binge but a negative effect on eating habit and nutrient intake. Achievement pressure by parents has s positive effect on nutrient intake and salt intake but a negative effect on stressful binge. Stress by private academic institute has a positive effect on late-night meal intake and stressful binge.
From this it is shown that obesity stress and school stress have a negative effect on physical efficacy, and obesity stress and academic stress contribute to increased salt intake and stressful binge, ultimately causing obesity.

국문 초록 (Abstract)

본 연구는 중학생의 성별과 BMI, 자각비만도에 따른 비만의식, 학업스트레스, 신체적 효능감, 식행동의 관계를 규명하는데 목적을 두고, 수도권에 소재한 중학교를 대상으로 지역을 분배하여 경기지역 2개 학교, 서울지역 3개 학교, 총 5개 중학교 학생을 대상으로 2010년 5월 21일에서 6월 10일까지 1054명에게 무선추출법을 통한 자기평가기입법(self-adminstration method)으로 설문조사를 실시하였다.
자료처리는 최종 1013부의 설문지를 Windows Program SPSS/PC Version 17.0을 이용하여 연구 목적에 맞게 요인분석, 신뢰도분석, t-test, one-way ANOVA, 상관분석, 회귀분석을 실시하였으며, 그 결론은 다음과 같다.
첫째, 중학생의 비만 차이 검증에서, BMI와 자각비만도에 따라서는 비만태도와 비만스트레스 모두 과체중, 정상체중, 저체중 순으로 나타났으며, BMI에 따른 비만태도를 제외한 모든 요인에서 유의한 차이가 나타났다.
둘째, 중학생의 학업스트레스 차이 검증에서는 자각비만도에 따른 학교스트레스와 부모성취압력에서만 유의한 차이가 나타났다.
셋째, 중학생의 신체적 효능감 차이 검증에서, BMI에 따라서는 인지된 신체능력만 정상체중, 저체중, 과체중 순으로 유의한 차이가 나타났으며, 자각비만도에 따라서는 인지된 신체능력과 자기표현 자신감 모두 저체중, 정상체중, 과체중 순으로 그룹 간에 유의한 차이가 나타났다.
넷째, 중학생의 식행동 차이 검증에서, BMI에 따라서는 염분섭취가 과체중, 저체중, 정상체중 순으로 유의한 차이가 나타났으며, 자각비만도에 따라서는 야식섭취가 저체중, 정상체중, 과체중 순으로 유의한 차이가 나타났다. 스트레스폭식은 BMI와 자각비만도 모두에서 과체중, 정상체중, 저체중 순으로 유의한 차이가 나타났다.
다섯째, 중학생의 비만의식이 신체적 효능감에 미치는 영향에서 비만스트레스가 인지된 신체능력과 자기표현 자신감 모두 부적(-)으로 유의한 영향을 미치는 것으로 나타났다. 중학생의 학업스트레스가 신체적 효능감에 미치는 영향에서, 학교스트레스가 인지된 신체능력과 자기표현 자신감에 부적(-)으로 유의한 영향을 미치는 것으로 나타났다.
여섯째, 중학생의 비만의식이 식행동에 미치는 영향에서 비만태도는 영양섭취와 야식섭취에 유의하게 정적(+)인 영향을 미치며, 비만스트레스는 식사습관과 스트레스폭식에 유의한 정적(+)인 영향을 미치고, 야식섭취에 유의하게 부적(-)인 영향을 미치는 것으로 나타났다. 학교스트레스는 야식섭취와 인스턴트섭취, 스트레스폭식에는 정적(+)인 영향력을 미쳤지만, 식사습관과 영양섭취에는 부적(-)인 영향력을 미쳤다. 부모성취압력은 영양섭취와 염분섭취에 정적(+)인 영향력을 미쳤지만, 스트레스폭식에는 부적(-)인 영향력을 미쳤으며, 학원스트레스는 야식섭취와 스트레스폭식에 정적(+)인 영향력을 미치는 것으로 나타났다.
이와 같은 연구결과를 종합하여 볼 때, 비만스트레스와 학교스트레스가 신체적 효능감에 부적 영향을 주는 주요변인임이 나타났으며, 비만스트레스와 학업스트레스가 식행동의 염분섭취와 스트레스폭식을 가중시켜 비만을 유발할 수 있는 변인임이 나타났다.

목차 (Table of Contents)

• Ⅰ. 서 론 ··················································································1
• 1. 연구의 필요성 ·································································· ············1
• 2. 연구의 목적··················································································5
• 3. 연구의 모형··················································································5
• 4. 연구의 가설··················································································6
• 5. 연구의 제한점··············································································7
• 6. 용어의 정의·················································································8
• Ⅱ. 이론적 배경 ········································································11
• 1. 청소년기의 특징···········································································11
• 2. 청소년의 스트레스········································································12
• 3. 비만의식······················································································18
• 4. 학업 스트레스··············································································28
• 5. 신체적 효능감··············································································31
• 6. 청소년기의 식행동········································································36
• Ⅲ. 연구 방법 ············································································42
• 1. 연구대상 ····················································································42
• 2. 조사도구 ····················································································43
• 3. 연구절차 ····················································································50
• 4. 자료처리 ····················································································51
• Ⅳ. 연구 결과 ············································································52
• 1. 중학생의 비만의식 차이································································52
• 2. 중학생의 학업스트레스 차이··························································53
• 3. 중학생의 신체적 효능감 차이 ······················································55
• 4. 중학생의 식행동 차이··································································57
• 5. 중학생의 비만의식, 학업스트레스가 신체적 효능감에 미치는 영향····· 62
• 6. 중학생의 비만의식, 학업스트레스가 식행동에 미치는 영향··············· 66
• Ⅴ. 논 의 ··················································································73
• 1. 중학생의 비만의식 차이································································73
• 2. 중학생의 학업스트레스 차이··························································75
• 3. 중학생의 신체적 효능감 차이 ·······················································78
• 4. 중학생의 식행동 차이··································································80
• 5. 중학생의 비만의식, 학업스트레스가 신체적 효능감에 미치는 영향·····84
• 6. 중학생의 비만의식, 학업스트레스가 식행동에 미치는 영향···············91
• Ⅵ. 결론 및 제언·········································································96
• 1. 결 론··························································································96
• 2. 제 언··························································································99
• 참고문헌··············································································