아동이 지각한 부모의 학업성취압력과 자아탄력성, 학업능력지각 및 스트레스와의 관계 = (The) relationship among perceived academic achievement pressure put by parents, scholastic competence perception, ego-resiliency, and stresses of pupil

다국어 초록 (Multilingual Abstract)

The purpose of this study was to describe the children's perception of achievement pressure put by their parents, and examined the relationship between the pressure and the stresses felt by the children. Also this study examined the relationship between ego-resiliency and scholastic competence perception.
The subjects were 502 pupils (female: 283, female: 219) who extracted from 5 different Elementary schools in Changwon city. The tool used in this study as academic achievement pressure scale was the one which is changed from the one used by Jung Yoo-Mi(2002), as stresses scale, the parts of 'the relationship among the family members' and 'academic problems' which were included in the tool used by Kim Nam-Soon(2003) were used, as ego-resiliency scale, the one which came from the one used by Jung Hyun-Mi(2002) but was eliminated by low reliability was used, and as scholastic competence perception scale, the part of 'scholastic competence perception' which was included in the one used by Lyu Hee-Sook(2003) was used.
To analyze data, SPSS was employed. And the data were again analyzed by the t-test and the corelation and return method.
The findings were as follows:
Firstly, the level of children's perception on the pressure put by their parents was relatively low, especially female children were lower than male ones, reflecting that our society still has the traditional thought which prefers male to female placed in the root and forces each of male and female to act a different gender role.
Secondly, the level of children's perception on the pressure put by their parents has a consistent relation with children's stresses, showing that the higher children's perceptions the higher the stresses, the lower children's perceptions the lower the stress. Thirdly, while the level of children's perception on the pressure put by their parents was not related to the scholastic competence perception, when the level was higher, the curiosity which was among lower areas in ego-resiliency was high. Also when ego-resiliency was high and scholastic competence perception was positive, children felt low in stress. In the relation with the sub-areas, optimism and vitality had a inconsistent relation with stresses whileas the curioslty had a consistent relation with stresses.
Fourth, ego-resiliency had inconsistent relation with stresses, showing that the higher the ego-resiliency, the lower the stresses. In the both of the 'academic problems' and 'the relation among the family members' which were the sub-areas of stresses, children who had higher optimism and vitality but lower curiosity showed lower stresses.
In conclusion, because parents' pressure on children in relation to the academic achievement is the largest variable which can estimate children's stresses and could cause stresses on children and have negative effects, the proper achievements consistent with the children's abilities should be presented by parents. Also parents should have much more conversation with their children with affectionate and democratic attitudes, and help the children have positive and active thoughts.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 스트레스 = 6
• 2. 학업성취압력과 스트레스 = 9
• 3. 자아탄력성과 스트레스 = 16
• 4. 학업능력지각과 스트레스 = 22
• Ⅳ. 연구 방법 = 26
• 1. 대상 = 26
• 2. 도구 = 26
• 1) 아동이 지각한 부모의 학업성취압력 척도 = 26
• 2) 아동의 자아탄력성 척도 = 27
• 3) 아동의 스트레스 수준 검사 = 27
• 4) 학업능력지각 검사 = 28
• 3. 조사 실시 및 기간 = 29
• 4. 채점 = 29
• 5. 통계적 분석 = 29
• Ⅳ. 결과 및 해석 = 31
• 1. 아동이 지각한 부모의 학업성취 압력 = 31
• 2. 부모의 학업성취압력과 아동의 스트레스 간 관계 = 32
• 3. 부모의 학업성취압력과 아동의 자아탄력성, 학업능력지각과 스트레스 간의 관계 = 34
• 4. 자아탄력성과 스트레스의 관계 = 38
• Ⅴ. 논의 = 41
• Ⅵ. 요약 및 결론 = 48
• 참고문헌 = 51
• 부록 = 58
• Abstract = 65