대학생의 학년 및 성별에 따른 스트레스와 불안 연구 = Stress and Anxieties of University Students on Grades and Sex

다국어 초록 (Multilingual Abstract)

The purposes of this study research on university students’s stress and anxieties according to grades and sex. The subjects are 653 male and female students. Scales of stress, general anxiety, academic anxiety, and test anxiety used for research about differences of stress and anxiety among the grades and between the sex. Stress sub-factors of students are problems of friends, human relationships, parent, futures of own job and study, leisure activities, school achievements, and environment. Three types of anxieties are general anxiety, academic anxiety, and test anxiety. Grades are freshman, sophomore, and junior students of male and female. From the results and discussions, the conclusions are as follows.
1.Orders of students’ stress sub-factors are the first is problem of future job and academic progress; the second is problem of friends; and the lest is problem of leisure activity. Orders of students’ anxieties are the first is general anxiety; the second is academic anxiety; and the lest is test anxiety.
2.On the differences of grades about students’ stress sub-factors, freshman has more problems of leisure activities than sophomore and junior problems of them. On the differences of grades about students’ anxieties, sophomore has more problems of test anxiety than freshman and junior problems of them. There are no differences about sub-factors of students’ stress and anxieties without above statements among grades.
3.Women students’ stress sub-factors and anxieties are higher than men students’ stress sub-factors and anxieties. But there is no differences of problems of leisure activities between men and women students.
4.The orders of concrete stress items are unclear of future job, the bade score of school achievement, and regret of students’ past time. The orders of concrete general anxiety items are problems of stable mind, heart beating, and tension. The orders of concrete academic anxiety items are problems of academic achievement, heart beating, and answering about questions from teacher. The orders of concrete test anxiety items are problems of regret after test, thinking about test, anxious during test.
5.There are positive Pearson’s correlations between stress sub-factors and general and academic anxiety. But it can’t find any correlation between between stress sub-factors and test anxiety.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.이론적 배경
• Ⅲ.연구방법
• Ⅳ.결과 및 논의
• Ⅴ.결론
• 참고문헌
• 부록