인지-행동적 학업스트레스 대처 훈련이 초등학생의 학업스트레스와 학업적 자아효능감에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of cognitive-behavioral study stress coping training on the reduction of study stress and the increasement of academic self-efficacy in the elementary school children.
The main hypotheses were as follows:
(1) Experimental group received cognitive-behavioral sstudy stress coping training program will get less study stress than control group.
(2) Experimental group received cognitive-behavioral study stress coping training program will improve the academic self-efficacy than control group.
A total of 32 children from 5th grade of the elementary school on Daegu joined this program volutarily and each 16 children were randomly assigned to experimental group and control group. To test the research hypotheses, it was administered two tests, study stress test and academic self-efficacy test before and after the experiment. A experimental design of this study was pretest-posttest control group design. The experimental treatment was cognitive-behavioral study stress coping training during five weeks. Means and standard deviations obtained from these tests were analyzed with t-test using SPSS WIN 10.0 version.
The results of this study were as follws:
(1) Experimental group received cognitive-behavioral study stress coping training program got lower(less) the level of study stress than control group.
(2) Experimental group received cognitive-behavioral study stress coping training program more imporved the academic self-efficacy than control group.
In sum, these results prove that the cognitive-behaviroral study stress coping training reducdes study stress and imporves the academic self-efficacy.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 및 가설 = 3
• 3. 용어의 정의 = 4
• 1) 인지 - 행동적 학업스트레스 대처 훈련 = 4
• 2) 학업 스트레스 = 5
• 3) 학업적 자아효능감 = 5
• II. 이론적 배경 = 6
• 1. 학업스트레스 = 6
• 2. 학업적 자아효능감 = 11
• 3. 학업스트레스와 학업적 자아효능감과의 관계 = 15
• 4. 인지 - 행동적 학업스트레스 대처 훈련 = 17
• 1) 인지 -행동적 접근 = 17
• 2) 스트레스 대처 훈련 프로그램 = 19
• 3) 인지 - 행동적 학업스트레스 대처 훈련 프로그램 = 20
• III. 연구방법 = 23
• 1. 피험자 = 23
• 2. 실험설계 = 23
• 3. 실험도구 = 24
• 1) 학업스트레스 대처 훈련 프로그램 = 24
• 2) 측정도구 = 27
• 4. 실험절차 = 29
• 1) 예비실험 = 29
• 2) 본실험 = 30
• 5. 자료처리 = 31
• IV 결과 및 해석 = 32
• 1. 학업스트레스의 변화 = 32
• 2. 학업적 자아효능감의 = 35
• V 논의 및 결론 = 39
• 참고문헌 = 43
• 영문초록 = 48
• 부록 = 50