인지행동적 학업스트레스 대처훈련이 중학생의 학업스트레스와 학업적 자아개념에 미치는 영향 = (The) effects of cognitive-behavioral study stress coping training program on the reduction of study stress and the academic self-concept of junior high school students

다국어 초록 (Multilingual Abstract)

The purpose of this research is to find the effects of the 'Cognitive Behavioral Study Stress Coping Training Program' on the reduction of study stress and the academic self-concept in junior high school students. From this purpose the following hypotheses were set up :
First, the subjects in who has been trained through program will have less study stress than the control group.
Second, the subjects in who has been trained through program will show a significant difference in the academic self-concept test.
To verify these hypothesis, pre-treatment measures and post-treatment measures were given to measure level of study stress, academic self-concept and investigated the effects of cognitive-behavioral study stress coping training program between the experimental group and the control group.
A total of 30 students from the 1st grade of the junior high school in Busan joined this program voluntarily and they were assigned to one experimental group and one control group, 15 students in each group. The subjects were selected according to their results in the Oh Mi-hyang's study stress test.
This program is mainly based on Won, Ho Taek's 'Study Stress Coping Training Program' and Kim, Young Jin's counseling method for study. The content of this program covers 'understanding of the stress as a transactional model; the correction of irrational thought; time management; relaxation training program', etc. The instruction of study skill can be a way of reducing the study stress. That's why we dealt with the study skill program such as SQ3R reading skill, concentration and memory, taking notes and preparing for exam, etc. The experimental group had 20 hours' training for 5 weeks(mar. 14 - apr. 13). On the contrary, the control group didn't get any treatment during those periods. To evaluate the effects of this program, ANCOVA was applied and the results of the evaluation are as follows: First, after the training, there was not significant reduction in the experimental group at the level of stressor. But among the 11 subscales of stressor (Grade, Test, Lesson, Study, Course, Teacher Relationship, Family Relationship, Friend Relationship, School Environment, Home Environment and Surrounding Environment), there was significant reduction in Grade, School Environment, Home Environment and Surrounding Environment. Second, after the training, there was significant improvement in the experimental group at the level of academic self-concept.
These results prove that the cognitive behavioral study stress coping training reduces study stress and improves the academic self-concept.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• 3. 연구가설 = 4
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 청소년의 학업스트레스 = 6
• 2. 청소년의 학업적 자아개념 = 7
• 3. 학업스트레스와 학업적 자아개념 = 11
• 4. 학업스트레스 대처훈련과 선행연구 = 13
• Ⅲ. 연구방법 = 17
• 1. 연구대상 = 17
• 2. 도구 = 17
• 3. 절차 = 21
• 4. 자료처리 = 21
• Ⅳ. 결과 = 22
• Ⅴ. 논의 = 28
• Ⅵ. 요약 · 결론 및 제언 = 32
• 참고문헌 = 34
• 부록 = 42
• Abstract = 98