Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

The mediating effect of task value between grit and academic stress on nursing students

간호대학생의 그릿과 학업스트레스와의 관계에서 과제가치의 매개효과

  • Received : 2021.11.08
  • Accepted : 2022.01.20
  • Published : 2022.01.28
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study is to investigate the mediating effect of task value on the relationship between grit and academic stress in nursing students. Data collection was conducted through a mobile Google questionnaire from August 31, to September 9, 2021, and the subjects were a total of 192 nursing students from three universities. The data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple regression analysis with SPSS/WIN 20.0 program. The grit had statistically significant negative correlation with academic stress and positive correlation with task value, and task value and academic stress had positive correlation. Task value had a partial mediating effect on the between grit and academic stress. Thus intervention program that considers the task value along with the grit should be developed in order to alleviate the academic stress of nursing students.

본 연구의 목적은 간호대학생의 그릿과 학업스트레스와의 관계에서 과제가치의 매개효과를 규명하는 것이다. 자료수집은 2021년 8월 31일부터 9월 9일까지 모바일 구글(Google) 설문지를 통해 이루어졌으며, 대상자는 3개 대학교의 간호대학생 총 192명이었다. 수집된 자료는 SPSS/WIN 20.0 프로그램을 이용하여 기술통계, t-test, one- way ANOVA, Pearson's correlation coefficients, 다중회귀분석으로 분석하였다. 그릿은 학업스트레스와 통계적으로 유의한 부적 상관관계(r=-.51, p<.001), 과제가치와는 정적 상관관계(r=.38, p<.001)였으며, 과제가치와 학업스트레스는 정적 상관관계(r=-.67, p<.001)였다. 과제가치는 그릿과 학업스트레스와의 관계에서 부분 매개효과가 있었다(Z=-4.92, p<.001). 간호대학생의 학업스트레스 감소를 위해서는 그릿과 과제가치를 고려한 중재 프로그램이 개발되어야 할 것이다.

Keywords

References

  1. M. A. Karaman, E. Lerma, J. C. Vela & J. C. Watson. (2019). Predictors of Academic Stress Among College Students. Journal of College Counseling, 22 (1), 41-55. DOI : 10.1002/jocc.12113
  2. M. J. Ko & B. Y. Choi. (2017). The Mediating Effects of Self-Regulation Ability in the Relationship between College Students Academic Stress and Adaptation to College Life. Korean Journal of Youth Studies, 24(6), 81-104. DOI : 10.21509/KJYS.2017.06.24.6.81
  3. S. E. Wilks. (2008). Resilience amid academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9(2), 106- 125. DOI : 10.1080/02615470902912243
  4. B. G. Bak & S. M. Park. (2012). Development and Validation of an Academic Stress Scale. The Korean Journal of Educational Psychology, 26(2), 563-585.
  5. R. Misra & L. G. Castillo. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132-148. DOI:10.1037/1072-5245.11.2.132
  6. J. C. Watson & A. A. Watson. (2016). Coping self-efficacy and academic stress among Hispanic first-year college students: The moderating role of emotional intelligence. Journal of College Counseling, 19(3), 218-230. DOI : 10.1002/jocc.12045
  7. S. H. Shin. (2016). The Effect of Academic Stress and the Moderating Effects of Academic Resilience on Nursing Students' Depression. The Journal of Korean Academic Society of Nursing Education, 22(1), 14-24. DOI : 10.5977/jkasne.2016.22.1.14
  8. S. J. Lee & J. H. Yu. (2008). The Mediation Effect of Self-Efficacy between Academic and Career Stress and Adjustment to College. The Korean Journal of Educational Psychology, 22(3), 589-607.
  9. H. J. Park & D. H. Ahn. (2018). The Relationships between Self-regulation, Time Management, Academic Stress, and Academic Procrastination of University Student. Journal of Learner-Centered Curriculum and Instruction. 18(22), 867-891. DOI : 10.22251/jlcci.2018.18.22.867
  10. Y. J. Joo, J. W. Lee & S. Y. Cho. (2012). Moderating Effects of Academic Self-Efficacy and Task-Value between Academic Stress and Achievement in Cyber University. Journal of Lifelong Learning Society, 8(1), 73-92. DOI : 10.26857/JLLS.2012.04.8.1.73
  11. Y. S. Kim. (2018). Academic stress, Daytime sleepiness, Depression and Learning flow in Nursing Students. Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 8(5), 867-883. DOI : 10.35873/ajmahs.2018.8.5.082
  12. J. E. Kim, S. R. Lee & S. J. Yang. (2018). A Study of the Characteristic of Korean Grit: Examining Multidimensional Clustering of Grit. The Korean Journal of Culture and Social Issue, 24(2), 131-151. DOI : 10.20406/kjcs.2018.5.24.2.131
  13. A. L. Duckworth, C. Peterson, M. D. Matthews & D. R. Kelly. (2007). Grit: perseverance and passion for long-term goals. Journal of personality and social psychology, 92(6), 1087-1101. DOI : 10.1037/0022-3514.92.6.1087
  14. A. L. Duckworth & J. J. Gross. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. DOI : 10.1177/0963721414541462
  15. Y. R. Yoo, J. W. You & H. K. Park. (2015). A Relationship among Grit, Objective Reasoning, and Self-Regulated Learning Efficacy of High-school Students. Korean Journal of Youth Studies, 22(10), 367-385.
  16. D. V. Blalock, K. C. Young & E. M. Kleiman. (2015). Stability amidst turmoil: Grit buffers the effects of negative life events on suicidal ideation. Psychiatry Research, 228(3), 781-784. DOI : 10.1016/j.psychres.2015.04.041
  17. D. H. Kwon. (2018). Relationships among High School Teachers' Positive Emotions, Negative Emotions, Grit, Stress, and Life Satisfaction. Korean Journal of Teacher Education, 34(3), 209-228. DOI : 10.14333/KJTE.2018.34.3.209
  18. H. J. Lim, M. H. Hwang & H. C. Choi. (2021). A Longitudinal Relationship between Adolescents' Self-esteem, Life Satisfaction, Grit and Learning Time. Asian Journal of Education, 22(3), 537-566. DOI : 10.15753/aje.2021.09.22.3.537
  19. B. J. Kim, J. H. Lee & S. M. Jeon. (2019). Relationships among Exercise Passion, Grit, and Exercise Adherence of Middle-school Sport Club Participants. Journal of Sport and Leisure Studies, 78, 373-384. DOI : 10.51979/KSSLS.2019.10.78.373.
  20. H. S. Cho, K. J. Lee & S. LI. (2020). The Structural Relations among the Perception of Expectance-Value, Grit and Task Persistence of Students in Physical Education Classes. Korean Journal of Sports Science 29(3), 731-743. DOI : 10.35159/kjss.2020.06.29.3.731
  21. H. S. Cho. (2019). The Effects of Teachers Autonomy Support and Peer Relatedness Support on the Grit and Academic Engagement of Students in PE Classes. Korean Journal of Sports Science, 28(1), 927-943. DOI : 10.35159/kjss.2019.02.28.1.927
  22. A. Wigfield & J. S. Eccles. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310. DOI : 10.1016/0273-2297(92)90011-P
  23. J. S. Eccles & A. Wigfield. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225. DOI : 10.1177/0146167295213003
  24. Y. J. Ha. (2010). The effects of learning strategies and task value on learning satisfaction and academic achievement of online learners. Journal of Learner-Centered Curriculum and Instruction, 10(3), 577-598.
  25. M. H. Kang, B. R. Heo & H. J. Lim. (2012). Identifying a Mediating Effect of Task Value Between Task Authenticity and Learning Outcomes in Web- based Project Learning. The journal of Educational Studies, 43(4), 33-55.
  26. Y. H. Song. (2015). The Structural Relationships among Task value, Stress, Academic Burnout, and Learning Engagement in an e-Learning Course. Journal of Learner-Centered Curriculum and Instruction, 15(11), 105-122.
  27. H. W. Min. (2019). The mediating effects of Conscientiousness, Self-Control, Task Value between Grit and Academic Self-Efficacy. Masters dissertation, Keimyung University, Daegu.
  28. Y. J. Jeong & C. K. Koh. (2016). Effects of Personality and Coping Behavior on Clinical Practice Stress among One College Nursing Students. The Korean Journal of Stress Research, 24(4), 296-302. DOI : 10.17547/kjsr.2016.24.4.296.
  29. Y. K. Yang, K. S. Han, M. H. Bae & S. H. Yang. (2014). Social Support, Academic Stress, Clinical Practice Stress in College Student of Nursing. The Korean Journal of Stress Research, 22(1), 23-33. DOI : 10.17547/kjsr.2014.22.1.23
  30. A. L. Duckworth & P. D. Quinn. (2009). Development and validation of the Short Grit Scale(GRIT-S). Journal of Personality Assessment, 91(2), 166-174. DOI : 10.1080/00223890802634290
  31. H. J. Lim. (2017). An Exploratory Study on Grits Factor Structure and its Validity. Asian Journal of Education, 18(2), 169-192. DOI : 10.15753/aje.2017.06.18.2.169
  32. W. B. Schaufeli, I. M. Martinez, A. M. Pinto, M. Salanova & A. B. Bakker. (2002). Burnout and engagement in university students a cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481. DOI : 10.1177/0022022102033005003
  33. H. Shin, A. Puig, J. Lee, J. H. Lee & S. M. Lee. (2011). Cultural validation of the Maslach Burnout Inventory for Korean students. Asia Pacific Education Review, 12(4), 633-639. DOI : 10.1007/s12564-011-9164-y
  34. J. Eccles, T. Adler & J. L. Meece. (1984). Sex differences in achievement: A test of alternate theories. Journal of personality and social psychology, 46(1), 26-43. DOI : 10.1037/0022-3514.46.1.26
  35. K. E. Kim. (2018). The structural relationship among college students' perceived professor-student relationship, academic self-efficacy, task value, and class engagement. Doctoral dissertation, Chungnam National University, Daejon.
  36. R. M. Baron & D. A. Kenny. (1986). The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. DOI : 10.1037/0022-3514.51.6.1173
  37. M. Y. Kim, J. S. Jung & C. Yang. (2020). Influence of Academic Stress, Career Identity and Self Efficacy on Adjustment to College life among Nursing Students. Journal of Learner-Centered Curriculum and Instruction, 20(6), 1267-1284. DOI : 10.22251/jlcci.2020.20.6.1267
  38. B. H. Kang. (2021). Effects of forest therapy program on academic and job-seeking stress reduction in university students Graduate Department of Forest Therapy. Masters dissertation, Chungbuk National University, Cheongju.
  39. E. Chang. (2019). The Mediating Effect of Interpersonal Problems in the Relationship between Maladaptive Perfectionism and Academic Burnout among College students. Korea Youth Research Association, 26(7), 29-56. DOI : 10.21509/KJYS.2019.07.26.7.29
  40. M. R. Jung. & E. Jeong. (2018). Effects of Academic Stress, Academic Self-Efficacy and Major Satisfaction in Nursing Student on Grit. The Journal of the Korea Contents Association, 18(6), 414-423. DOI : 10.5392/JKCA.2018.18.06.414
  41. I. S. Lee, M. K. Jeon & M. Y. Lee. (2020). Stress, Grit, and Nursing Professionalism of Nursing College Students. Journal of Muscle and Joint Health, 27(3), 298-306. DOI : 10.5953/JMJH.2020.27.3.298
  42. H. J. Lim, H. S. Ha & M. H. Hwang. (2016). The Relationship among Grit, Self-Efficacy, Achievement Goal, and Academic Self-Regulation in Elementary School Children. The journal of Educational Studies 47(3), 43-65. DOI : 10.15854/jes.2016.09.47.3.43.
  43. H. H. Lim & H. I. Cho. (2018). The Development and Validation of an Academic Grit Scale for Adolescents. The Korean Journal of Educational Psychology, 32(3), 495-523. DOI : 10.17286/KJEP.2018.32.3.08
  44. M. H. Kang, B. R. Heo & H. J. Lim. (2012). Identifying a Mediating Effect of Task Value Between Task Authenticity and Learning Outcomes in Web- based Project Learning. The journal of Educational Studies, 43(4), 33-55.
  45. E. Jeong & M. R. Jung. (2018). Effects of Positive Psychological Capital, Academic Stress and Academic Achievement in Nursing Student on Grit. Journal of Digital Convergence, 16(9), 309-317. DOI : 10.14400/JDC.2018.16.9.309