학업스트레스에 대한 대처방식이 스트레스 증상에 미치는 영향 : 일반 고등학교 여학생들을 중심으로(With focus on grammar high school girl students) = Effect of coping method for academic stress on stress symptoms

다국어 초록 (Multilingual Abstract)

Since grammar high school girl students seem to be subject to a great academic stress, it may be significant to survey their academic stress level, their methods of coping with the academic stress, and the effects of such methods on their stress symptoms. In this vein, the purpose of this study was to survey grammar high school girl students' academic stress level and their methods of coping with the stress and thereby, analyzing the effects of such methods on their stress symptoms in order to provide for some data useful to relieve them of the academic stress and design youth counselling programs.
To this end, the following study points were set up;
1) How would girl students' methods of coping with their academic stress depending on the factors of academic stress?
2) Would girl students' stress symptoms affect each other depending on the factors of academic stress?
3) How would their stress symptoms differ depending on the factors of academic stress?
The results of this study can be summarized as follows;
First, as a result of analyzing grammar high school girls' academic stress factors, it was found that the first-graders were most stressed by their parents, the second-graders by teachers and third-graders were stressed most by friends. While there were found some significant differences of teacher and friend factors among graders but no significant difference of parents factors among graders. As a result of analyzing grammar high school girls' methods of coping with their academic stress, it was found that 76% of them were using such passive methods as listening to music, self-meditation or sleeping. Such passive methods were found less effective than active ones. On the other hand, our grammar high school girl students were found to suffer most from some psychological symptoms. In particular, third-graders were suffering much from both psychological and physiological symptoms due to academic stress.
Second, as a result of analyzing how grammar high school girls' stress factors affect their methods of coping with the stress, it was found that there were no significant differences among factors. Moreover, it could not be confirmed whether they were using active or passive methods depending on the academic stress factors. In addition, as a result of analyzing the effects of their coping methods on their academic stress, there was found no significant relationship between them. All in all, the level of their academic stress did not differ significantly depending on whether they were using active or passive coping methods.
Third, as a result of surveying the effects of the academic stress on their stress symptoms, it was found that there was some significant correlation between two variables. As a consequence of regression-analyzing the symptoms depending on the academic stress levels, it was found that the effects of parents factor and teacher factor were significant but those of friend factor were not. Namely, the more our grammar high school girl students were stressed by parents or teachers, they tended more to show physiological, psychological and behavioral symptoms. However, although they were stressed more or less by their friends, such symptoms therefrom were not significant.
Fourth, as a result of analyzing the relationship between their method of coping with the academic stress and their stress symptoms, it was found that they tended to cope with them more passively than actively. Thus, their passive coping method affected their psychological symptoms most. Lastly, there was found some significant correlation between their coping methods and stress symptoms.

목차 (Table of Contents)

• 목차
• (Abstract)
• I. 서론 = 1
• 1. 문제제기 = 1
• 2. 연구문제 = 3
• 3. 연구의의 = 4
• II. 이론적 배경 = 5
• 1. 스트레스의 정의 및 증상 = 5
• 2. 대처방식 = 8
• 3. 학업 스트레스 = 12
• 4. 선행연구 = 14
• III. 연구방법 = 20
• 1. 연구모형 = 20
• 2. 연구의 대상 = 21
• 3. 연구의 도구 = 21
• 4. 분석방법 = 23
• IV. 분석결과 = 24
• 1. 학년에 따른 학업스트레스 = 24
• 2. 학년에 따른 대처방식 = 25
• 3. 학년에 따른 스트레스 증상 = 27
• 4. 학업스트레스와 대처방식과의 관계 = 27
• 5. 학업스트레스와 스트레스 증상과의 관계 = 29
• 6. 학업스트레스 대처방식과 스트레스 증상과의 관계 = 30
• V. 논의 및 결론 = 31
• 1. 요약 = 31
• 2. 논의 및 결론 = 33
• 참고문헌 = 36
• 부록 = 40