• Title, Summary, Keyword: 학교 스트레스

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Effects of Electroacupuncture on Plasma Stress Hormone Responses to Acute and Chronic Immobilization Stress (전기침이 급만성 결박스트레스로 유도된 스트레스호르몬 반응에 미치는 영향)

  • Jeong, Eun-Woo;Kim, Hyun-Sik;Lee, Sang-Kwan;Kim, Min-Soo;Cho, Zang-Hee;Sung, Kang-Keyng
    • Journal of Acupuncture Research
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    • v.27 no.5
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    • pp.105-115
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    • 2010
  • 목적 : 침은 다양한 질환의 치료에 보편적으로 쓰이고 있으며 고혈압, 당뇨, 정신질환 등을 포함한 스트레스성 질환에도 활용되고 있다. 결박 스트레스는 스트레스 호르몬(코르티코스테론, 멜라토닌)의 혈장 농도를 크게 증가시키는 간단하고 효과적인 스트레스 요인이다. 본 연구는 결박 스트레스를 시행한 백서의 스트레스 호르몬의 혈중 농도에 대한 전기침의 효과를 조사하였다. 방법 : 결박 그룹은 2시간의 결박 스트레스를 받았으며 결박 스트레스 및 고주파수 전침그룹과 결박 스트레스 및 저주파수 전침그룹은 결박 스트레스와 고주파수 전침, 또는 결박 스트레스와 저주파수 전침을 동시에 각각 시행하였다. 급성 스트레스 유발 시에는 결박 스트레스를 1차례, 만성 스트레스 유발 시에는 7차례 시행하였다. 전기침 자극에는 우측 족삼리($ST_{36}$)를 사용하였다. 결박 스트레스 및 전기침으로 유도된 코르티코스테론과 멜라토닌의 농도를 측정하기 위해서 결박 스트레스 및 전기침 자극이 시작된 30분, 60분, 90분, 120분 후에 백서를 단두하여 혈액 샘플을 채취하였다. 결과 : 급성 스트레스 유발 시에는 고주파수 전침그룹의 코르티코스테론 혈장 농도가 증가하였고 멜라토닌 농도의 시간적 패턴을 변화시켰으나 저주파수 전침그룹에서는 유의한 변화가 없었다. 만성 스트레스 유발 시에는 고주파수 전침그룹의 혈장 코르티코스테론과 멜라토닌 농도가 유의하게 감소되었으나 저주파수 전침그룹에서는 변화가 없었다. 결론 : 이러한 결과는 전침이 결박 스트레스로 유도된 스트레스 호르몬의 혈장 농도 및 시간적 분비패턴을 변화시키는 효과가 있으나 스트레스 호르몬 반응을 변화시키는 데 있어서 주파수에 따른 유의한 차이가 있다는 것을 의미한다.

Stress Coping Behavior and Mediation Effect of Social Competence within the Influence Relation where the Effect of Stress of the Children from Multicultural Families on their School Adjustment (다문화가정 아동의 스트레스가 학교적응에 미치는 영향: 스트레스 대처행동과 사회적 능력의 매개효과를 중심으로)

  • Sim, Mi Young;Lee, Dool Nyeo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.3
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    • pp.241-251
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    • 2016
  • This study examined the mediating effects of the stress coping behavior and social competence of children from multicultural families to determine the influential relationships between their stress and school adjustment. The analysis results show that stress had overall negative effects on the school adjustment of children from multicultural families and also on their stress coping behavior and social competence. For the indirect effects, both their stress coping behavior and social competence had positive indirect effects on their school adjustment. Stress did not have significant direct effects on their school adjustment. These findings suggest that stress coping behavior and social competence have full mediating effects between their stress and school adjustment. These findings highlight the need for directions of school education and various program interventions to improve the stress coping and social adjustment competence of children from multicultural families, offering practical implications to enhance their school adjustment.

Effects of a Yoga Program on School Stress of the Elementary School Children (요가 프로그램이 초등학생의 학교 스트레스에 미치는 효과)

  • Yang, Mi-Ae;Ahn, Ie-Hwan
    • The Korean Journal of Elementary Counseling
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    • v.9 no.2
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    • pp.175-193
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    • 2010
  • The aim of this study is to examine effects of a yoga program for children on school stress of the elementary school children. To achieve this goal, total 10 students out of 231 in 6 classes among the third graders in M elementary school in B city were selected as subjects for this study. After regular school hours, they participated in a children's yoga program for 16 times for 45 minutes per session in the course of 8 weeks. An ethnographic interview was conducted to identify the effects of the program. During the initial stage of the children's yoga program, the participants were interviewed preliminarily. An analysis of areas and an analysis of classifications were made based on the initial interview results, and an area classification table was drawn on the school stress perceived by the elementary school children. After the yoga program ended, a follow up interview was made to apply an analysis of components by comparing changes in the school stress level due to a yoga effect. A research report was written through a cycle of addition and supplement in which the previous data analysis was complemented and corrected by new findings of the study. As a result of the ethnographic interview to analyze the school stress perceived by the elementary school children, and an examination of the changes in the school stress level, the children's yoga program proved to be significantly effective in reducing the school stress. However there were limitations to a certain degree in stress reduction. Details of such findings in each sub-category are as follow. First, as a result of the initial interview analysis, the school stress was classified broadly into 4 categories of study stress, friendship stress, teacher stress, and school environment stress. Second, the study stress as the first category of the school stress was classified into 3 sub-categories of homework, class, and exam stresses. In spite of minor differences among 3 sub-categories, the stress was reduced in general. Third, the friendship stress as the second category of the school stress was also classified into 3 sub-categories of bullying, alienation, and performing one's duty. There were minor differences among sub-categories, however stress reduction also appeared with the exception of the performing one's duty category which had relatively little effect from the yoga program. Fourth, regarding the teacher stress as the third school stress, a classification was made into 3 sub-categories of preference, penalty, and teaching method. Minor differences among the 3 sub-categories notwithstanding, stress reduction appeared with the exception of the teaching method stress which had relatively little effect from the yoga program. Fifth, the school environment stress as the fourth category of the school stress was classified into 2 sub-categories of school meals and facilities. Minor differences between the 2 categories notwithstanding, stress reduction appeared with the facilities stress having relatively little effect.

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The Effects of Stress and Ego Resilience on School Adjustment and Life Satisfaction (아동의 스트레스와 자아탄력성이 학교적응과 생활만족에 미치는 영향)

  • Lim, Kyung-Hee
    • The Korean Journal of Elementary Counseling
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    • v.9 no.2
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    • pp.217-233
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    • 2010
  • This study aimed to investigate the effects of stress and ego resilience on children's school adjustment and life satisfaction. The subjects were 339 4th-6th grade children in Chungnam and Daejoen. Data were analyzed by Pearson's correlation and multiple regression analysis. And structural equation model were used to verify the model of this study and to examine the mediating effects of ego resilience. Results were as follows: First, school adjustment and life satisfaction were correlated with stress and ego resilience significantly. Second, the model of this study fit well. Third, Ego resilience mediated the relationship between stress and school adjustment, and between stress and life satisfaction. And it moderated the effects of stress on school adjustment and life satisfaction. And the suggestions for education and counseling of children were discussed.

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A Relationship Study of Adolescents' Various Stress, School-life Adjustment, and Happiness: mediating effects (남녀청소년의 다양한 스트레스(부모, 학업, 친구, 외모, 경제), 학교생활적응과 행복감의 관계성 연구: 매개관계를 중심으로)

  • Kim, Sunah
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.9
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    • pp.161-169
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    • 2020
  • This study investigated the effects and relationships of various stress, school life adjustment and happiness factors among middle school and high school adolescents. The structural model group effects between boy and girl groups were also investigated. Data was employed from the 'Korean Children and Youth Well-Being Index Survey, 2018' while subjects of the analysis included 5,144 students. Based on the education statistics data, the sample was collected by probability proportional to size. Results utilizing structural equation modeling and multigroup analysis showed that first, school stress, friend stress, and look stress had significant effects on adolescent happiness. School life adjustment had positive significant effects on adolescents' happiness. Parent stress, money stress and school stress had significant effects on school life adjustment. Second, the mediating effect of school life adjustment between stress and happiness was significant with parent, school stress, and financial stress. Third, results of the multi-group analysis by level and gender showed that the structure was similar between boys and girls, with the only differences among mediating effects. Boys had significant mediating effects by school stress, and financial stress, while girls had significant mediating effects by school stress, financial stress, and parent stress. Finally, based on the results of the study, practice and policy implications were suggested to support the promotion of adolescents' happiness.

Job Stress disposal plan comparative analysis by elementary school teacher's computer practical use capability (초등학교(初等學校) 교사(敎師)의 정보활용능력(情報活用能力)에 따른 직무(職務) 스트레스 대처방안 비교분석(比較分析))

  • Chun, Hyun-Gwan
    • 한국정보교육학회:학술대회논문집
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    • pp.166-172
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    • 2008
  • 초등학교 교사들은 정보 활용 능력을 기르는데 노력하였다. 그러나 교육현장은 이보다 더 많은 능력을 요구하고 있으며 초등학교 교사들마다 정보 활용 능력이 다르고, 교사들의 스트레스 정도가 다르다. 따라서 본 연구는 초등학교 교사들의 정보 활용 능력의 정도와 스트레스 양과의 관계를 알아보고, 교사들의 직무스트레스를 극복하는 방법을 알아보았다.

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Moderating Effects of Ego-Resilience on the Relationship between Academic Stress and School Adjustment of Adolescent (청소년의 학업스트레스와 학교생활적응의 관계에서 자아탄력성의 조절효과)

  • Kim, Sung-Bong;Seong, Na-Mi;Kang, Jin-Suk
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.18 no.8
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    • pp.145-151
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    • 2017
  • Many adolescents in high schools are experiencing school maladjustment by academic stress under the reality of higher-education-oriented schooling. A review of studies of academic stress and school adjustment reveals that ego-optimism is predicted as one of the moderating variables to help adolescents lessen academic stress and increase their school adjustment. The main purpose of this study was to verify the moderating effects of ego-resilience on the relationship between academic stress and school adjustment of adolescents. For this, 496 high school students of tenth and eleventh grade were respectively collected through cluster sampling to be surveyed, and then correlation analysis and moderated regression analysis were conducted. The major findings were as follows. First, there was a negative relationship between academic stress and school adjustment and between academic stress and ego-resilience, but a positive relationship between school adjustment and ego-resilience. Second, the moderating effects of ego-resilience on the relationship between academic stress and school adjustment were not found, although optimism, one of ego-resilience's sub-factors, had a significant moderating effect on them, implying that adolescents' optimism should be enhanced to lessen academic stress and ensure they have a successful school life. The study concludes that optimism is a protective factor for school adjustment caused academic stress and thus schools need to make active efforts to enhance their students' optimism.

A Study on the Juveniles's Stress of Their Adjustment to School Life and the Mediate Effect of Social Support (청소년 스트레스가 학교적응에 미치는 영향과 사회적지지의 매개효과)

  • Jeong, Seung-Hyun;Sim, Mi-Young
    • The Journal of the Korea Contents Association
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    • v.14 no.9
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    • pp.275-284
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    • 2014
  • This study verifies the influence of students' stress of their adjustment to school life and the mediate effect of social support and based on the results, to develop the programs improving the school life adaptation. For the purpose, the researcher collects some data from junior high school students in Gyeongnam area. The study results were as follows. First, it appeared that the school stress has a negative effect on the school support. that is, the study notice that juveniles with high stress gain low social support Second, it appeared that the social support has a positive effect on the school adjustment, that is, the study notice that juveniles with high social support gain high social adjustment. Third, it appeared that the school stress has a negative effect on the school adjustment. that is, the study notice that juveniles with high stress gain low social support. Fourth, the result to verify the mediate effect of social support, in the long run, that depending on the social support, juveniles' stress has the full mediate effect on their adjustment to school life. That is, the study confirms that juveniles with high stress gain low social support and juveniles with stress it appeared that the school stress has a indirectly effect on the school adjustment.

The Relations among Stress, Ego-Resilience, and School Adjustment Resilience of High School Girl Students (여고생의 스트레스, 자아탄력성과 학교적응유연성과 관계)

  • Kim, Kon-Hee;Hwang, Eun-Hee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.10
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    • pp.4660-4668
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    • 2012
  • The purpose of this study was to investigate the relationship among stress, ego-resilience and school adjustment resilience of the high school girl students. A cross-sectional, descriptive study was conducted. The subjects were 250 students from 3 high schools located in I city. Data were collected on September, 2010 by using a structured questionnaire. The data were analyzed using PASW/WIN 18.0 program. The mean score of stress was 3.05, among the subitems, the score of the school related stress was the highest. The mean score of ego resilience was 2.86, and school adjustment resilience was 75.58. Stress showed significant differences according to satisfaction level with school and teachers. School adjustment resilience was significantly different in terms of satisfaction level with school and teachers, grade, alcohol drinking experience and having counter sex friends. And there were significant correlations among school adjustment resilience and school related, family related, friend related stress. These results suggest that the school life, teachers, and friends have important duties to improve school adjustment resilience. Therefore, it is needed to develop intervention program considerated school related factors to release stressors of the high school girl students.

An Analysis on the Moderating Effect of Teacher Support on the Effects of Acculturation Stress on School Adjustment of Multicultural Adolescents (다문화 청소년의 문화적응 스트레스가 학교적응에 미치는 영향에서 교사 지지의 조절효과 분석)

  • Park, Dong-Jin
    • Journal of Convergence for Information Technology
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    • v.9 no.9
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    • pp.175-184
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    • 2019
  • The purpose of this study was to analyze the moderating effects of teacher support on the effects of acculturation stress on school adjustment of multicultural adolescents. To this end, we used the 6th Year (2016) adolescents survey data of 1,329 multicultural adolescents from the Multicultural Adolescents Panel Survey(MAPS), which was constructed by the National Youth Policy Institute(NYPI). Using SPSS 22.0, frequency analysis, descriptive statistical analysis, and moderated multiple regression analysis were used as dependent variables for school adjustment of multicultural adolescents, as independent variables for school adjustment, and as moderating variables for teacher support. As a result, first, multicultural adolescents experienced acculturation stress, and school adjustment decreased as the acculturation stress increased. Second, teacher support was found to have a statistically significant moderating effect on the effects of acculturation stress on school adjustment of multicultural adolescents. Based on the results of this research, I discussed and suggested the supportive measures, the role of teachers, and follow-up research to reduce the acculturation stress of multicultural adolescents and increase the level of school adjustment.