• Journal of Families and Better Life
• /
• v.34 no.5
• /
• pp.99-117
• /
• 2016

The purpose of this study was to investigate the effect of adolescents' academic stress on academic burnout and academic engagement and the moderating effects of parental academic involvement behavior on the relation between academic stress, academic burnout and academic engagement. The main results of this study were as follows. First, adolescents' academic stress had an influence on academic burnout and academic engagement. The higher adolescents' academic stress was, the higher academic burnout and the lowerer academic engagement were. Second, adolescents'academic stress and parental adequacy results pursuit behavior influenced academic burnout. That is, the level of adolescents'academic stress and parental behavior encouraging academic progress of children caused the low academic burnout. And parental behavior encouraging academic progress of children appeared to have a moderating effect on the relation between academic stress and academic burnout. Third, adolescents'academic stress, parental behavior pursuing adequate result, encouraging academic progress and granting their children academic options influenced academic engagement. However, parental academic involvement behavior appeared not to have a moderating effect on the relation between academic stress and academic engagement.

• Journal of the Korean Society of School Health
• /
• v.19 no.2
• /
• pp.25-36
• /
• 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 Korean Journal of Community Living Science
• /
• v.25 no.2
• /
• pp.219-232
• /
• 2014

This study investigate the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Korean adolescents. A survey was conducted using a convenient sample drawn from 850 students from nine junior high schools in Kunggi-do Province. Data were analyzed using SAS package program. The results show that many students were dissatisfied with their own academic performance. There was a significant positive relationship between academic stress and academic burnout. In particular, academic performance and studying had a significant interaction effect on academic stress. Academic self-efficacy had negative effects on academic stress and academic burnout. Academic self-efficacy partly mediated the relationship between academic stress and academic burnout. These results suggest that improving academic self-efficacy is crucial for preventing and reducing symptoms of academic stress and academic burnout. In this regard, continuous social support and efforts are needed to develop instructional strategies and educational programs that can improve the academic self-efficacy of adolescents.

• International Journal of Human Ecology
• /
• v.16 no.2
• /
• pp.63-77
• /
• 2015

The current study investigated how academic stress, academic burnout, and academic self-efficacy relate to each other; in addition, this study examined the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Chinese adolescents. A total of 412 students attending third-grade from two different middle schools (ninth-grade in the United States) located in Jiading District of Shanghai participated in the final analysis. By using structural equation modeling (SEM) and the maximum likelihood estimation procedures of AMOS 20.0, the latent variable measurement models were confirmed. The results and conclusions of this study are summarized as follows. A positive correlation between academic stress and academic burnout was soundly supported by this study. Meanwhile, both academic stress and academic burnout indicated negative correlations with academic self-efficacy. The modeling indicated that academic self-efficacy has a partial mediating process and a direct effect on the relationship between academic stress and academic burnout. Thus, academic stress and academic burnout were significantly weaker when academic self-efficacy was higher. In the field of education and curriculum, these results are applicable for restructuring or developing Chinese middle school curriculum utilizing useful methods for adolescents to develop their academic self-efficacy.

• The Korean Journal of Community Living Science
• /
• v.28 no.2
• /
• pp.289-300
• /
• 2017

This study was performed to investigate the effects of academic stress and academic burnout on smartphone addiction in junior high school students. A survey was conducted using a convenient sample drawn from 306 students at six junior high schools in Seoul. Data were analyzed using the SPSS 23.0 program. The results show that 21.6% of students were at risk of smartphone addiction. The high risk of smartphone addiction group used smartphone longer during weekdays and weekends. In addition, the high level of academic stress and academic burnout groups showed higher smartphone addiction scores compared to the lower level of academic stress and academic burnout groups. Smartphone addiction was positively correlated with academic stress and academic burnout. Furthermore, the results show that academic achievement and attending class, academic stress and disengagement, and academic burnout affected smartphone addiction. Therefore, to prevent smartphone addiction in adolescents, academic stress should be reduced in adolescents as well as develop educational programs to help students release or control their academic stress.

• Korean Journal of Human Ecology
• /
• v.22 no.5
• /
• pp.447-459
• /
• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.

• Journal of the Korea Convergence Society
• /
• v.11 no.2
• /
• pp.175-185
• /
• 2020

The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.

• Journal of Korean Physical Therapy Science
• /
• v.27 no.2
• /
• pp.48-62
• /
• 2020

Purpose: The purpose of the study was to identify the mediating effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students. Design: Survey. Methods: 75 subjects were surveyed about the level of academic, Academic Stress, College Adjustment, Social Support, Self-Efficacy, and self-control. To confirm the cognitive function on brain activity were evaluated. Results: First, College students have higher academic stress and lower college adjustment. Higher social support and self-efficacy have lower academic stress and better college adjustment. Second, students with high academic stress need constant attention to increase their social support and programs to reduce academic stress. Third, students with high academic stress, low social support, and low self-efficacy can increase their cognitive strength through the brain wave thereby reducing the academic stress they are currently feeling. Conclusion: In order to improve the College Adjustment, it is considered that it is important to increase the cognitive function through brain train along with the development of a student management program that can reduce academic stress and increase social support and self-efficacy.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.15 no.11
• /
• pp.6556-6564
• /
• 2014

This study analyzed the relationship of socially prescribed perfectionism, academic burnout, academic stress, and academic procrastination. In addition, this study examined whether academic stress/procrastination has a mediating effect on the relationship between socially prescribed perfectionism and academic burnout. Data was collected from 283 cyber university students and analyzed using the correlation and structural equation model. The results showed that, socially prescribed perfectionism was positively correlated with academic stress and burnout, academic stress was correlated with academic procrastination and burnout, and academic procrastination was also correlated with academic burnout. Using the result of structural equation model analysis, socially prescribed perfectionism was found to enhance academic burnout through academic stress, or increase academic procrastination through academic stress, then resulted in academic burnout. This result suggested that to prevent academic burnout in a socially prescribed perfectionist, it is essential to lower their level of academic stress and prevent them from procrastination.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.26 no.3
• /
• pp.281-289
• /
• 2020

Purpose: This study aimed to confirm mediating effects of academic self-efficacy in the relationship between academic stress and sleep quality among academic high school students. Methods: The participants included 195 academic high school students who were attending a private educational institution in the Gwangju or Pusan metropolitan city. Data were collected from September 1 to September 30, 2019. The data were analyzed using PROCESS macro SPSS/WIN 3.2 and bootstrapping was used to test the mediating effects. Results: There were significant relationships between sleep quality and academic stress (r=-.55, p<.001), sleep quality and academic self-efficacy (r=.35, p<.001), and academic stress and academic self-efficacy (r=-.16, p<.020). Academic self-efficacy showed partial mediating effects in the relationship between academic stress and sleep quality. Conclusion: These findings suggest that the development of a program that improves the academic self-efficacy of academic high school students who are experiencing academic stress is a way to improve the quality of their sleep.