• Title, Summary, Keyword: school stress

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Factors Affecting Job Stress of School Nurse in Secondary School (중등 보건교사의 직무 스트레스에 영향을 미치는 요인)

  • Kang, In-Soon;Cho, Su-Youn;Jeong, Hee-Jin
    • The Journal of the Korean Society of School Health
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    • v.23 no.2
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    • pp.286-295
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    • 2010
  • Purpose: This study was conducted to identify the factors affecting the job stress of school nurses and reducing their the job stress by analyzing degree of the stress according to the factors related to job stress. Methods: The participants were 136 school nurses who worked in Pusan province. The Data were collected by self-reporting questionnaires from Dec. 11th in 2006 to Feb. 9th in 2007. The data were analyzed by Frequency, Mean, t-test, ANOVA, Pearson Correlation Coefficient and Stepwise multiple regression analysis (SPSSwin 12.0s). Results: There was significant difference of the degree of job stress in age. There was significantly negative relationship between the job characteristics and job stress (r=-.473), job satisfaction and job stress (r=-.561), personal values and job stress (r=-.429), achievement motivation and job stress (r=-.215) at p<.01 level. The major factor which influence the degree of job stress was job satisfaction. Conclusion: The factors affecting the job stress of school nurses was correlated with one another and influenced to the degree of the job stress directly and indirectly. The factor that affected the degree of the job stress directly was the job satisfaction and the personal values. As shown this result, it is important that the factor of the job stress lies in the mental characteristics.

Academic Stress, Coping Method, and Stress Symptoms of High School Students (일부 고등학생들의 학업스트레스와 이에 대한 대처방식 및 스트레스 증상)

  • Lee, In-Suk
    • The Journal of the Korean Society of School Health
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    • v.19 no.2
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    • pp.25-36
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    • 2006
  • Purpose : To investigate academic stress, coping method, and stress symptoms of high school students. Methods : Four hundreds-forty five high school students were studied from 14th July to 21th July, 2006. All subjects were in 1st, 2nd and 3rd grade of two high school in Seoul. The academic stress, coping method and stress symptoms were evaluated by questionnaire. Results : Male students showed more academic stress than female students. There was a significant difference in the academic stress according to sex. The 2nd grade students show the highest score of academic stress in the 3 factors(parents, teacher, and friend). Male students used more active coping methods to academic stress than female students. There was a significant difference in the coping methods to academic stress according to sex. There were positive correlations between the academic stress and the stress symptoms. Among the academic stress factors, parents and teacher factor influenced physiologic, psychologic, and behavioral symptom of stress symptoms. The friend factor influenced psychologic and behavioral symptom of stress symptoms. Conclusion : According to the study results, we must provide high school students more effective coping methods to academic stress at school environment.

The School Related Stress and the Need of Mental Health Education among High School Students (고등학생의 학교 스트레스와 정신건강교육 요구도)

  • Oh, Geum-Sook
    • Journal of Korean Academy of Community Health Nursing
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    • v.18 no.2
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    • pp.320-330
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    • 2007
  • Purpose: This study was conducted to investigate the school related stress and the need of mental health education among adolescents. Method: The subjects were selected by convenient sampling comprising of 1,049 high school students. The instrument of the study was the modified School Stress Scale by Kim (2002) and the Scale of Mental Health Education Need developed by Hyun et al. (2005). Results: School-related stress and the need of mental health education were higher in female students than male ones. Among the types of stress, stress related to academic activities was highest for all students. The need of stress management was highest, which was followed by the need of self-management. As for the need of mental health education and school-related stress according to general characteristics, the need was significantly different according to the Sender, grade, and experience in mental health education, and school-related stress was significantly different according to gender and grade. Conclusion: This study revealed that there was a correlation between school-related stress and the need of mental health education in high school students. This study also suggested the basic information and framework for planning, developing, and providing the school based mental health promotion education for the high school students.

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Differences of Perceived Stress Level and Stress Coping Behavior among School Children (일부지역 아동의 스트레스 지각정도와 스트레스 대처 행동의 차이)

  • Kim, Suk
    • The Journal of the Korean Society of School Health
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    • v.16 no.1
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    • pp.55-66
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    • 2003
  • This study was conducted to evaluate the differences of perceived stress level and stress coping behavior for 360 elementary school children in rural area and 360 in urban area. The questionnaire survey was done from December 10 to December 20, 2001. The results were as follows: 1. There was no significant difference of perceived stress level between rural and urban areas, but there were significant difference of stress coping behavior between them. 2. Significant difference of perceived stress level and stress coping behavior among groups of grade was found. 3. There was significant difference of perceived stress level and stress coping behavior between male and female. 4. There was significant difference of stress coping behavior according to perceived stress levels In conclusion, perceived stress level and stress coping behavior in elementary school children were different according to their grade and sex. It is important to teach them proper stress coping method, depending on their grade and sex. But, we have to focus on the development and application of stress self-control program, which enables children to cope with stress for themselves. Based on: 1. Before starting the study, the subjects should be examined about whether they have ever been on stress education program before or not. 2. The educational environments and the development and implementation of teaching program for the proper stress coping method are needed. 3. This study was performed through the questionnaire for perceived stress level and stress coping behavior, but various methods like observation, person-to-person interview should be used for the further in-depth study.

A Study on the Stress and Stress Coping Behavior of Elementary School Children (학령기 아동의 스트레스와 대처행동에 관한 연구)

  • Kim, Ju-Youn;Kim, Jung-Soon
    • Journal of Korean Academy of Community Health Nursing
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    • v.10 no.1
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    • pp.252-261
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    • 1999
  • The purpose of this study was to investigate the daily stress and stress coping behavior of elementary school children. The subjects for this study were 372 children fourth, fifth and sixth graders from an elementary school in Pusan. We adopted Won - Joo Chung's research instrument (1997) for measuring stress and coping behavior in this study. Statistical techniques such as frequency, percentage, mean, standard deviation, order, and Pearson correlation were used to examine the research questions of this study. The results of this study were as follows: 1. The most common instance of stress to be experienced by all children was the stress from school life, followed by social pressures, individual pressures and family environment. 2. A positive revaluation was the most commonly used stress-coping behavior, followed by behavioral mood conversion, spiritual support, problem-facing behavior, an information search for problem-solving, physical separation for emotional relaxation, avoidance, emotional aggressiveness and emotional expression. 3. Stress-coping behavior had a positive and significant correlation with the stress score(r = .4391, p= .000). In conclusion, the stress from school life was the most common experienced by all children. While independent effort in problem-solving was unsufficient, stress coping behavior had positive results. Therefore, this study verified the necessity of minimizing the stress children experience from school life and of helping them attain desirable stress-coping behaviors.

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A Study of Eating in Obese High School Girls during Stressful Situations (스트레스시 비만여고생의 섭식에 관한 연구 -방법론적 Triangulation의 적용-)

  • 김숙영
    • Journal of Korean Academy of Nursing
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    • v.29 no.6
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    • pp.1392-1402
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    • 1999
  • This study was carried out to find out stress-eating relationship in obese high school girls and to investigate the factors related to stress-induced eating. The conceptual framework used in this study was individual difference model. The research method was methodological triangulation. The data of the study were collected from purposively sampled 309 normal high school girls and 314 obese high school girls in S city. 15 volunteers, obese high school girls, enrolled in this qualitative research. Quantitative data was collected from May 6 to June 10, 1997 through questionnaires about stress and stress-related eating changes and from June 23 to August 26, 1997, qualitative data was collected. The results of the study were as follows : 1. Obese high school girls were unaffected by stress(t=-1.84, p=0.0662). 2. Through quantitative analysis, obese people divided into two groups in their response to stress. One group was composed of stress- eater. The other group was composed of non- stress eater. 3. Disinhibition(t=-3.1275, p=0.0019), cognitive restrain (t=-3.1597, p=0.0017), hunger(t=-3.5878, p=0.0004) were significantly different between stress-eaters and non-stress eaters. 4. According to the interview, 5 subjects of obese girls were stress eaters, and 10 subjects were non-stress eaters. Through qualitative research, the related factors of eating were eating attitude & behavior, stimuli situations on eating, and personality. In stress-eater group, they constantly went on a diet, however, they were prompted to eat when an uneasy feeling such as anxiety, depression, annoyance developed. Their personality were entirely optimistic. Whereas non-stress eater group had no interest in diet and didn't appear to have psychological factors to stimulate eating in stressful situations. Their personality was not only optimistic but also keenly characteristic. 5. To compare obese-normal high school girls on the effect of stress in eating. Normal weigh high school girls decreased their eating when stressed(t= -13.62, p=0.0001). In conclusion, this study suggests that there are two different groups in obese high school girls in regards to eating responses on stressful situations. As a result of these finding, clinical and school nurses can detect the stress-eaters who need stress management intervention, and can apply appropriate management program according to the individual needs.

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Structural Relationship among home punishment, school punishment, stress, school refusal of elementary schoolers (초등학생의 등교거부에 영향을 미치는 가정체벌, 학교체벌, 스트레스 간의 구조적 관계 분석)

  • Kim, Eun Joo;Hong, Eun Joo
    • Journal of Child Welfare and Development
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    • v.16 no.2
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    • pp.25-45
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    • 2018
  • The purpose of this study was to analyze influences of home punishment, school punishment, stress on school refusal of elementary schoolers. For this, the data using the maternal 'Korean Survey on the Rights of Youth and Children in 2013'. Data for the analysis was limited to the analysis objects who made sincere replies on the major variables, and 2,894 students were included in the final analysis objects. The result of the study showed that stress had a direct impact on school refusal, and home punishment, school punishment has a direct impact on stress. In particular, home punishment was having a higher impact on stress than school punishment. Also home punishment and school punishment stress-mediated have an indirect effect on school refusal. These results suggest the following truancy and school refusal should be addressed to educational, social, legal issues by family, school, community. Therefore, it suggests the need for close cooperation of home and school.

Test Stress and Coping Style of High School Students (고등학생의 시험 스트레스와 대처 유형에 관한 연구)

  • Bae, Jeong-Yee
    • Korean Parent-Child Health Journal
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    • v.10 no.2
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    • pp.158-171
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    • 2007
  • Purpose: The purpose of this study is to describe the degree of test stress and coping style and their relationship of high school students. Method: A descriptive and correlative study has been conducted to report adolescents' test stress and coping style. Nine hundred fifty four high school students were participated in this study and collected data by visit-survey with an organized questionnaire. Results: The mean score of perceived test stress was 2.98. High school students were more frequently use the affective regulation coping style than problem focused coping style. The relationship between perceived test stress and affective regulation coping was statistically significant. Conclusion: Through this study, investigator found coping styles were important factors influencing test stress of high school students. This study also shows that a number of characteristics of the high school students significantly affect levels of test stress, the most notable of these factors being grade, sex, and academic performance. Therefore, consideration of test stress and coping style should be included in the development of a stress management program for high school students.

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Relationship between Adjustment to School Life and Stress Coping Style in Adolescents (청소년들의 학교생활적응과 스트레스 대처 방식 간의 관계)

  • Lee, Gyuyoung
    • The Journal of the Korean Society of School Health
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    • v.26 no.1
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    • pp.34-44
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    • 2013
  • Purpose: The purpose of this study is to identify the relationship between school adjustment and stress-coping styles among adolescents. Methods: This is a descriptive correlation survey using a convenience sample of 701 middle school students in Seoul, Gyeonggi, Incheon, Jeonbuk, and Gangwon province, Korea. The study's questionnaire included a scale of school adjustment and a scale of stress-coping style. The data analysis, using the SPSS 19.0 program, involved frequency, the mean and standard deviation, the t-test, ANOVA, the scheffe test, and the Pearson correlation coefficient. Results: Positive correlations were identified between positive stress-coping styles and the adjustment to school life of adolescents. The degree of school adjustment varied significantly according to the region, grade, attending private educational institutes after school or not, academic performance, daily study hours after school, and the hours students spend on gaming and Internet use a day. With regard to the behaviors to cope with stress, teenagers with a higher sense of life-satisfaction tended to show active coping behaviors, and female students were more likely to show positive or negative coping behaviors than mystic coping behaviors. Since adolescents' stress-coping styles showed connection with their adjustment to school, it is necessary to develop stress management programs to help middle school students adjust to school life. Conclusion: Based on the study's findings, it is important to develop programs which can help students adjust to school and learn how to cope with stress positively.

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Socio-cultural Readjustment of Korean Students Returning from Overseas

  • Choi, In-Hwa
    • International Journal of Human Ecology
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    • v.10 no.1
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    • pp.87-98
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    • 2009
  • This study examines the socio-cultural readjustment of the Korean students returning from overseas study at an early age. For this study 259 returnee students from elementary through high school completed a questionnaire which covered aspects such as school adjustment and re-acculturative stress in relationship to gender, grade, number of parents accompanying the students overseas, length of overseas stay, age of return, length of stay in Korea, and the acculturative stress experienced in a host culture. The findings indicate that re-acculturative stress level of returnee students is higher than the level of the acculturative stress, and that the two are positively related. Hierarchical multiple regression analyses reveal the grade and acculturative stress of returnee students as a significant predictor of school adjustment. The length of overseas stay and acculturative stress significantly predicted the re-acculturative stress level. The acculturative stress significantly affected both school adjustment and re-acculturative stress of returnee students back in Korea.