• Title, Summary, Keyword: 스트레스대처

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The Effects of Cognitive-Behavioral Academic Stress Coping Training on Elementary School Children's Academic Stress and Coping Strategy (인지행동적 학업스트레스 대처훈련이 초등학생의 학업스트레스와 학업스트레스 대처방식에 미치는 효과)

  • Kim, So-Ra;Hong, Sang-Hwang
    • The Korean Journal of Elementary Counseling
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    • v.10 no.1
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    • pp.19-38
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    • 2011
  • The purpose of this study was to develop a cognitive-behavioral academic stress coping training for reduction of elementary school children's academic stress and improvement the ability to handle academically stressful situation with effective way, to examine its effects. For this, we assigned students of Y elementary school in Gyeongnam Province to two groups at random. From a group of 12 each, one group became the experimental group and the other the control group. And the program was applied twice a week to the experimental group who had totally six 40 minutes sessions of the research own making. Moreover, students evaluated the effects of the program via questionnaire regarding to academic stress and strategy for it. From 120 students of Y elementary school in Gyeongnam province for 3weeks, the study gathered data through the questionnaire for academic stressful situation to know this which students of elementary school often experience. From this, the results are reflected in the program. Also cognitive behavioral group counselling program for teenagers in crisis and existing programs used to adjust academic stress was redeveloped as available form for students in elementary school to compose the cognitive-behavioral Academic stress coping training. In short, the results of the study is as follows. In the study, first, It was showed that cognitive-behavioral academic stress coping training decreased stress which can be caused in situation causing academic stress with a school record, lesson, study and task. Second, The cognitive-behavioral academic stress coping training showed the effect to improve coping strategy for academic stress. In detail, a passive-aversive coping strategy and a helpful coping strategy of coping strategy was enhanced meaningfully but the effect getting to an active coping strategy was limited.

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Study on University Students' Personality Types and Stress Management Techniques and Their Effect on Academic Burnout - Based on the MBTI Personality Assessment - (대학생의 성격유형별 스트레스 대처방식이 학업소진에 미치는 영향에 관한 연구 - MBTI 성격유형을 중심으로 -)

  • Lim, Kun-Ok;Choi, Yeon-Taek
    • The Journal of the Korea institute of electronic communication sciences
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    • v.8 no.5
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    • pp.785-790
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    • 2013
  • The present study, college students was carried out to examine the MBTI personality types, Personality Types, how to cope with stress academic burnout Influence was studied. Study shows that personality type is closely related to the stress-coping strategy of personality type and Academic burnout. Among the strategies, problem-based way has a negative effect on EP and IJ personality types. On the other hand wishful-thinking and emotional-focused way have a positive effect on EP type. Thus, the therapist need to induce stressed client to deal with stress through positive imagination or prayer in stable condition.

A comparison of stress, empathy and communication in stress coping and non-coping group (주관적 스트레스 대처에 따른 스트레스, 공감, 의사소통능력 차이)

  • Lee, Yumi
    • The Journal of the Convergence on Culture Technology
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    • v.5 no.1
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    • pp.147-152
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    • 2019
  • The purpose of this study is to compare stress, empathy, and communication in stress coping group and non-coping group. The data collected using questionnaires from nursing students. Data was analyzed using descriptive statistics, t-test, and Pearson correlation with SPSS 23.0 version. Significantly lower scores for stress (mean, 2.42 vs. 2.97; p=.000), and higher scores for communication (mean 3.33 vs. 3.21; p=.008) were observed in the stress coping group compared with the non-coping group. Further studies need to development and application a program that enhances subjective stress coping methods.

Influence Factors on Academic Stress of Nursing Students: Focused on Dimensions of Empathy, Ego-resilience, Stress-coping Strategies (간호학생의 학업스트레스 영향요인: 공감의 하위영역, 자아탄력성, 스트레스 대처방식을 중심으로)

  • Jeong, Hye-Sun
    • The Journal of the Korea Contents Association
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    • v.17 no.4
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    • pp.256-266
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    • 2017
  • The purpose of this study is to investigate influencing factors of nursing students' academic stress focusing on dimensions of empathy, ego-resilience, and stress coping strategies. Academic stress, dimensions of empathy, ego-resilience, and stress coping strategies among subjects were collected using structured questionnaires from 305 nursing students between November 1, 2015 and November 30, 2015. The results of this study showed that the factors affecting nursing students' academic stress were grade, personality orientation, major satisfaction, ego-resilience and emotion focused coping style, and the total explanatory power was 54.1%. To improve nursing students' academic stress, it is necessary to pay attention to the nursing students who are in their upper grades, extroverted, and with low major satisfaction. In developing a program to reduce academic stress, it is thought that it is necessary to include measures to raise the level of ego-resilience and to improve the level of emotion focused coping style among stress-coping strategies, and to conduct subsequent research to identify pathways in which the dimensions of empathy, ego-resilience and stress-coping strategies affect academic stress.

Effects of Stress-coping Styles on Depression in Children from Multi-cultural Families : Focusing on Mediating Effects of Social Support (다문화가정 초등학교 아동의 스트레스 대처양식이 우울에 미치는 영향 -사회적 지지의 매개효과를 중심으로-)

  • Yang, Sim-Young;Rhee, Ji-Young;Lee, Ju-Yeon
    • The Journal of the Korea Contents Association
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    • v.12 no.12
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    • pp.810-822
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    • 2012
  • The present study aims to investigate the mediating effects of social support in regard of the impacts of stress-coping styles on depression in children from multi-cultural families. In a nutshell, the findings in this study are as follows: First, the stress-coping styles of children from multi-cultural families and depression were found to be negatively related, while social support and depression were negatively correlated. Second, as for the effects of stress-coping styles in children from multi-cultural families on depression, the more passive and active stress-coping styles of children from multi-cultural families, the less their depression, behavior disorder, loss of interest, self-abasement and physical symptoms. Third, high levels of teachers' support partially mediated the relation between stress-coping styles and depression in children from multi-cultural families. This finding implies that children from multi-cultural families, who perceive high levels of peer support, cope with stress better and thus reduce depression.

The Convergence Study of Stress Coping and Satisfaction with Clinical Practice to the Grade of Nursing Student's (간호대학생의 학년별 임상실습 스트레스 대처와 실습 만족도에 관한 융합 연구)

  • Park, In-Sook
    • Proceedings of the Korea Contents Association Conference
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    • pp.419-420
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    • 2019
  • 본 연구는 학년별 임상실습 스트레스 대처와 실습 만족도를 규명하는 조사연구이다. 연구대상자는 K도 J시에 소재한 임상실습 경험이 있는 간호대학생 3학년은 141명, 4학년 142명 총 283명이다. 자료 분석은 SPSS 18.0 WIN 프로그램을 사용하였고, 대상자의 스트레스 대처 중 소극적인 대처 유형은 총 96점에서 3학년 63.75(${\pm}6.57$)점으로 4학년 62.21(${\pm}6.45$)점 보다 높게 나타났으며, 학년간 차이는 통계적으로 유의미하게 나타났다(t= 1.75, p=.045). 대상자의 실습 만족도는 학년간 차이는 실습시간에 대한 만족도가 통계적으로 유의미하게 나타났다(t=2.87, p=.003). 대상자의 스트레스 대처와 실습만족도와의 관계에서는 적극적 대처 유형과 실습내용 만족도(r=.151, p<.05), 소극적 대처 유형과 실습시간 만족도(r=.138, p<.035)는 양의 상관관계를 나타났다. 종합해보면 추후 실습 스트레스에 대한 대처방법으로 임상 실습 전 긍정적이고 목표지향적인 형태를 유지할 수 있는 자극적이고 효율적인 교과과정과 비교과과정에서의 융합 연구가 필요하다고 사료된다.

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Impact of Life Stress on Depression, Subjective Well-being and Psychological Well-being in Nursing Students: Mediation Effects of Coping (간호대학생의 생활스트레스와 우울, 안녕감의 관계에서 스트레스 대처의 매개효과)

  • Lee, Eun-Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.1
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    • pp.55-65
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    • 2017
  • This study was conducted to investigate the mediating effects of coping on the impact of life stress on depression, subjective well-being and psychological well-being in nursing students. Self-report questionnaires were used to collect data from 147 nursing students. Data were analyzed using descriptive statistics, Pearson's correlation coefficient and hierarchical multiple regression. Nursing students who had a higher level of depression had a higher level of life stress, as well as a higher frequency of avoidance coping. Conversely, those who had a higher level of subjective well-being and psychological well-being had a lower level of life stress, as well as a lower frequency of avoidance coping. There were also significant positive correlations between psychological well-being and problem solving coping. The results showed that avoidance coping partially mediated the effects of life stress on depression, subjective well-being and psychological well-being. The results suggest that it is necessary to offer stress management programs to reduce avoidance coping, with additional consideration of life stress and coping strategies, to prevent depression and improve well-being among nursing students.

The mediating effects of stress coping strategy on the relationship between academic burnout and school adjustment in Korean adolescents (청소년의 학업소진과 학교생활적응의 관계에서 스트레스 대처의 매개효과)

  • Kim, Jung-Hyun;Yoon, Yeo-Jin;Jung, In-Kyung
    • Journal of Korean Home Economics Education Association
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    • v.28 no.1
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    • pp.71-85
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    • 2016
  • The purpose of this study was to investigate the mediating effects of stress coping strategy on the relationship between academic burnout and school adjustment in Korea adolescents. A survey was conducted using a convenience sample drawn from 1,232 students from junior high schools in Kunggi Province. Data were analyzed using SPSS package program. The survey results showed that 44.6% of students are dissatisfied with their own academic grade. Antipathy and cynicism showed the most impact on academic burnout. In addition, academic burnout was negatively related with school adjustment. Especially academic burnout exerted inverse relationship with school adjustment, whereas problem oriented and seeking social support coping positively influence on school adjustment. Problem oriented and seeking social support coping partially mediated the relationship between academic burnout and school adjustment. The results indicate that improvement of active stress coping is important to prevent the symptoms of academic burnout and to increase the school adjustment.

Effects of Campus Life Stress, Stress Coping Type, Self-esteem, and Maladjustment Perfectionism on Suicide Ideation among College Students (대학생의 대학생활 스트레스와 대처방식, 자아존중감, 부적응적 완벽주의가 자살생각에 미치는 영향)

  • Park, Seon-Uk;Kim, Mi-Kyeong
    • Korean Journal of Clinical Laboratory Science
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    • v.50 no.1
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    • pp.63-70
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    • 2018
  • The purpose of this study was to analyze the factors affecting suicidal ideation, and suggest the implications for suicide prevention policy among college students based on that analysis. Empirical model including the affecting factors, such as college life stress, stress coping type, self-esteem, and maladjustment perfectionism, was developed based on the previous studies. The data were collected from 350 college students at Busan Metropolitan City areas using a self-administered structured questionnaire. The major results of this study are as follows. First, suicidal ideation was significantly lower among students with higher campus life satisfaction. Second, significant positive affecting factors on suicidal ideation were maladjustment perfectionism, interpersonal stress, boys, emotion-oriented coping type, whereas, negative factors were self-esteem. Among the significant affecting factors, self-esteem had the greatest influence. These results suggest that measures improving college life satisfaction and education and training programs for improving human relation skills and stress-coping types, mitigating maladjustment perfectionism, and enhancing self-esteem should be explored and executed properly.

The Interaction Effects on Academic stress of Gifted Student and Normal Student by Academic Self-efficacy and Stress Coping Styles (초등 영재학생과 일반학생의 학업스트레스에 대한 학업적 자기효능감과 스트레스 대처방식의 상호작용효과)

  • Yang, Yeonsuk
    • Journal of Gifted/Talented Education
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    • v.22 no.4
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    • pp.841-853
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    • 2012
  • The purpose of this study was to examine the interaction effects on academic stress of gifted student and normal student by academic self-efficacy and stress coping styles. We conducted a questionnaire survey with 100 sixth grade gifted student and 100 normal student who showed academic achievement of the same level. According to the results of this study, gifted student showed higher problem-focused coping than normal student. Both elementary gifted student and normal student, the lower academic self-efficacy and problem-focused coping, the more increased academic stress increased. In the gifted student case where the level of problem-focused coping was high, academic stress was lower when academic self-efficacy was high. Normal student's academic stress was lower when the level of problem-focused coping and academic self-efficacy was higher.