아동의 학업스트레스가 우울에 미치는 영향에서 부정적 자동적사고의 매개효과 = The Mediating Effects of Child's Negative Automatic Thoughts in the Relationships between Academic Stress and Depression

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find the mediating effects of child’s negative automatic thoughts in the relationships between academic stress and depression. For the objective, the research topics established for the thesis are the following:

1. Depending on the grade and gender, what is the difference of child’s academic stress and negative automatic thoughts?
2. How are the mediating effects of child’s negative automatic thoughts in the relationships between academic stress and depression?

The objects of this study were 370 children in 5th and 6th grade of elementary school. The measuring instruments used for study were The Children’s Academic Stress Scale, Korean Children’s Depression Inventory, and Korean Children’s Automatic Thought Scale. The collected data were analyzed by PASW18 and AMOS16 program.

The results of this study were as followed:

First, there were no significant difference between academic stress and negative automatic thoughts in child’s academic stress, negative automatic thoughts, and depression depending on gender.
Second, in case of depression, there were no significant difference found in the elements which are behavior disorder, lack of interest, self-abasement, and physiological phenomenon. In case of emotional depression, girls’ emotional depression has been measured highly than boys.
Third, there were significant difference between academic stress, negative automatic thoughts and depression depending on grades. Students in 6th grade were higher in test and academic stress than the students in 5th grade. Also, the measurement of negative automatic thoughts showed that students in 6th grade were higher in scores than students in 5th grade.
Forth, it was adequate to verify the model of mediating effects of child’s negative automatic thoughts in the relationships between academic stress and depression. According to the Sobel test, which are held for testing negative automatic thoughts, academic stress gave sympathetic influence to the depression and negative automatic thoughts, and negative automatic thoughts gave sympathetic influence to the depression. Also, it was adequate to verify the mediating effects of child’s negative automatic thoughts in the relationships between academic stress and depression.

According to the following result of this study, it was able to detect the effects of child’s academic stress to depression. Furthermore, this study has an importance of confirming the mediating effects of elementary school student’s negative automatic thoughts in the relationships between academic stress and depression, while the precedent studies were focusing on the direct relationship between elementary school student’s stress and depression.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• Ⅱ. 이론적 배경 6
• 1. 학업스트레스 6
• 2. 우울 7
• 가. 일반적인 우울의 증상 8
• 나. 초등학생 우울의 증상 9
• 다. 우울의 원인 및 접근모형 11
• 3. 부정적 자동적사고14
• 4. 선행연구 고찰 15
• 가. 학업스트레스와 우울 15
• 나. 부정적 자동적사고와 우울 16
• 다. 학업스트레스를 포함한 일반적 스트레스가 우울에 미치는 영향에서 부정적 자동적사고 17
• Ⅲ. 연구방법 20
• 1. 연구 대상 20
• 2. 측정 도구 20
• 가. 아동의 학업스트레스 척도 20
• 나. 한국형 소아 우울 척도 21
• 다. 부정적 자동적사고 척도 22
• 3. 자료 분석 24
• Ⅳ. 결과 및 해석 25
• 1. 성과 학년에 따른 학업스트레스, 부정적 자동적사고, 우울의 차이 25
• 2. 학업스트레스와 우울간의 관계에서 부정적 자동적사고의 매개효과 28
• Ⅴ. 논의 및 결론 37
• ◉ 참고문헌 40
• ◉ Abstract 45
• ◉ 부록 48
• 1. 인적사항 질문지 50
• 2. 아동의 학업스트레스 설문지 52
• 3. 아동의 소아 우울 척도 설문지 54
• 4. 부정적 자동적사고 척도 설문지 56