초등학생의 과외학습 스트레스와 정신건강의 관계 = (The) Relationship between Stress related with Extracurricular Activities and Mental Health of Elementary School Students

국문 초록 (Abstract)

초등학생들의 과외학습 실태를 알아보고 과외학습 스트레스 수준에 따른 정신건강의 차이를 알아보기 위한 것으로 앞서 살펴본 연구의 결과를 바탕으로 다음과 같은 결론을 내릴 수 있다.
첫째, 과외학습 스트레스 수준과 정신건강 수준은 학생의 거주지별, 성별로 차이가 없는 것으로 나타났다.
둘째, 과외학습 집단과 비과외학습 집단 간 정신건강은 차이가 없는 것으로 나타났다.
셋째, 과외학습을 하는 집단 내에서는 과외학습 수가 많을수록 과외학습으로 인한 스트레스를 많이 느끼는 것으로 나타났으며, 정신건강 상태가 좋지 않은 것으로 나타났다.
넷째, 과외학습 기간이 길고, 일주일에 과외학습을 하는 날이 많으며, 과외학습 시간이 많을수록 과외학습으로 인한 스트레스를 많이 느끼는 것으로 나타났으며, 정신건강 상태가 좋지 않은 것으로 나타났다.
다섯째, 학업성적 향상, 진학 및 직업선택, 부모님의 강요로 과외학습을 하는 아동이 과외학습 스트레스와 정신건강 점수가 높게 나타나 자율적 선택에 의한 경우, 특기 신장을 위해 과외학습을 하는 아동에 비해 심리적 부담감이 많은 것으로 나타났다.
여섯째, 과외학습 스트레스 수준이 높을수록 정신건강 상태가 좋지 않은 것으로 나타났다. 즉, 과외학습으로 인한 스트레스를 많이 느낄수록 신체적으로 더욱 뚜렷한 증상이 나타나며, 강박적인 성향이 증가하고, 대인관계에서 더 예민하게 반응하며 우울, 불안, 공포불안이 증가하고 타인에 대한 적대감이 증가되고, 편집증적인 성향이 강하게 나타나며, 정신증의 가능성이 증가함을 의미하는 것이다.
이러한 결론을 종합해 보면 아동이 감당하기에 무리한 과외학습은 스트레스를 야기하고 정신건강에도 좋지 않는 영향을 줄 가능성이 높음을 알 수 있다.
위와 같은 결론에 의거하여 다음과 같이 제언한다.
첫째, 본 연구에 사용된 과외학습 스트레스 검사는 연구자가 직접 제작하여 사용하였기 때문에 측정도구로서 표준화된 것은 아니다. 앞으로 과외학습으로 인한 스트레스에 대한 본격적인 연구가 진행되려면 좀더 객관적이고 표준화된 측정 도구의 개발이 선행되어야 할 것이다.
둘째, 본 연구는 일부지역의 초등학교 6학년 학생에 한정되어 진행하였다. 후속 연구에서는 지역과 학년을 확대하여 다양한 집단에 대한 연구가 필요할 것으로 생각한다.
셋째, 본 연구에서는 과외학습 스트레스와 정신건강의 관계에 대한 연구가 이루어졌으나 앞으로 MMPI등의 도구를 이용하여 성격 특성에 따른 과외학습 스트레스에 관한 연구 등 과외학습과 관련한 아동들의 다양한 심리적 측면에 대한 후속 연구가 이루어져야 할 것이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the relationship between stress related extracurricular activities and mental health of elementary school students.
The hypotheses for this study were a follows:
There will a meaningful difference on the mental health according to the level of extracurricular activities of elementary school students.
The subjects for this study were sampled from three elementary schools in Daejeon, Chunan, and Hongseung. They consisted of 1033 (544 boys, 489 girls) 6rd-grader.
Test instruments for this study are 「Test the actual condition of extracurricular activities」to measure the actual condition of extracurricular activities, a firsthand produced 「Test the elements of extracurricular activities stress」to measure the stress according to extracurricular activities, 「Synpton Checklist-90-Revision, SCR-90」generalized adjust it to Korean actual condition by Kim, gwangil, Won, hotack(1984) which was produced by Parloff(1954), Frank(1957) and Lipman(1965) in development by Derogastis(1971) to measure mental health of students. 김봉은(1988) used to transfer 4points level 「Synpton Checklist-90-Revision, SCR-90」which re-consisted of 54 questions balance elementary school students' level.
The data were analyzed by using SPSS/PC+10.0. Extracurricular activities actual condition were analyzed by using frequency analysis. ANOVA was used to find out the stress of extracurricular activities and the differences of mental health. T-test was used for the mental health differences of extracurricular activities stress. Tukey test was used as a multiple comparison.
Summaries of conclusion at this study are as follows;
First, the result of the actual condition of extracurricular activities showed that 85.6% of responser are doing extracurricular activities, 68% of the students are doing extracurricular activities over twice a week, 47.4% of the children are doing extracurricular activities during over two years. 74.3% of the students are doing extracurricular activities over 5～6 days a week. 50.7% of the children are doing extracurricular activities over 6 hours a week. 7.7% of the students are doing extracurricular activities over 7days a week. 16.0% of the children are doing extracurricular activities over 15 hours a week.
In the case of extracurricular activities's form, 80.0% of the students used for academy. 42.1% of the children used for learning paper. The contents of that learning was revealed for major subjects(87.4%) and second language learning(55.7%). The major reasons were grade raising(74.9%) and entrance for higher school(37.6%).
Second, the difference of extracurricular activities stress by region, sex did not make statistically a significant difference. And the mental health did not make a meaningful difference.
Third, the difference of mental health between extracurricular activities groups and non-extracurricular activities groups did not make statistically a significant difference.
Fourth, the level of extracurricular activities stress by the number of times showed a meaningful difference on the level of p<.001, that is, more number of times the students did extracurricular activities, the higher the level of extracurricular activities stress. And the mental health showed a meaningful difference on the level of p<.05, the more times the students have done extracurricular activities, they had bad metal health condition.
Fifth, the level of extracurricular activities stress by the length of learning time showed a meaningful difference on the level of p<.05, that is, longer time the students have done extracurricular activities, the higher the level of extracurricular activities stress. And the mental health according to the length of extracurricular activities showed a meaningful difference on the level of p<.01, the longer period the students have done extracurricular activities, they had bad mental health condition.
Sixth, the level of doing extracurricular activities during one week and extracurricular activities stress showed a meaningful difference on the level of p<.001, more number of time and longer length of time the students have done extracurricular activities, the higher the level of extracurricular activities stress. Also, the level of mental health of doing extracurricular activities during one week and the level of mental health according to the time of extracurricular activities during one week showed a meaning difference of the level of p<.01, more number of time and more longer length of extracurricular learning, they had bad mental health condition.
Seventh, the result of the level of mental health according to extracurricular activities stress, the higher group of extracurricular activities stress attained higher mental health point than the lower group. It showed a meaningful difference on the level of p<.001. And to observe the sub-scales of extracurricular activities stress higher?lower group and mental health, Somatization, Obsessive-Compulsive, Interpersonal-Sensitivity, Depression, Psychoticism show a meaningful difference on the level of p<.001. Finally, the level of elementary school students' extracurricular activities stress showed a meaningful difference of mental health, therefore <Hypotheses Ⅰ> proved positive, and all the sub-hypotheses proved positive too.
The results of this study shows that the subjects is limited in 6rd-grader of elementary school students. Therefore, there are problems in generalization of this study.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적과 필요성 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 과외학습 = 5
• 2. 스트레스 = 11
• 3. 정신건강 = 21
• 4. 스트레스와 정신건강의 관계 = 24
• Ⅲ. 연구가설 = 28
• Ⅳ. 연구방법 = 29
• 1. 연구설계 = 29
• 2. 연구 대상 = 30
• 3. 측정도구 = 30
• 4. 자료수집 및 분석 = 35
• Ⅴ. 연구결과 = 37
• 1. 기초자료 분석 = 37
• 2. 가설검증 = 47
• Ⅵ. 논의 및 결론 = 55
• 1. 요약 = 55
• 2. 논의 = 57
• 3. 결론 및 제언 = 60
• 참고문헌 = 62
• ABSTRACT = 66
• 부록 = 69
• Ⅰ. 과외학습 실태 질문지 = 70
• Ⅱ. 과외학습 스트레스요인 질문지 = 73
• Ⅲ. 정신건강 자기 보고서 = 75