The purpose of this study was to investigate the effects of forest healing programs using natural factors on the elementary school students’ academic stress and ego-resilience in forest environment of urban natural park.
The subjects are 20 male and female students’ in Gr...
Abstract
The purpose of this study was to investigate the effects of forest healing programs using natural factors on the elementary school students’ academic stress and ego-resilience in forest environment of urban natural park.
The subjects are 20 male and female students’ in Grade 4 of elementary school that applied for a forest experience program at a youth center located in OO-dong, Incheon. The experiment was conducted in 12 sessions, once a week from September 2 to November 18, 2017, with each session lasting for 90 minutes. The forest healing program included elements stimulating the five senses such as vision, hearing, touch and scent; forest landscape elements such as seasonal changes, mystery of nature, and beauty of forest landscapes; topographical elements such as walking and exploring; and ecological and natural elements. To investigate the effect of the program, questionnaire about academic stress and ego-resilience was conducted and analyzed by SPSS 22.0 statistical program, and the quantitative effect was verified. Language, behavior and facial expression were observed and recorded through interviews to verify the qualitative effect.
The result of study First, the effect of academic stress on elementary school students’ participating in the forest healing program decreased statistically (p<.05) in the "homework" and "private educational institute" domains. There was no significant effect in "test/grades" and "learning contents" areas. However, overall school stress has decreased, although not statistically significant. Second, the effects of ego-resilience before and after participation in the forest healing program were significantly improved (p<.000) in the ego-resilience in all sub-domains "interpersonal relationship and optimism" and "emotion control and curiosity". Third, the correlation between academic stress and ego-resilience showed negative correlations(-.499). Students’ with higher ego-resilience felt less academic stress and students’ with lower ego-resilience had higher academic stress. Therefore, academic stress is lowered when ego-resilience is increased through forest healing program.
As a result, the forest healing program is effective not only for reducing the stress of elementary school students’ who are causing school maladjustment and uneasiness but also for improving ego-resilience to cope well with stress situations. The forest healing program was useful for elementary school students’.
Abstract
The purpose of this study was to investigate the effects of forest healing programs using natural factors on the elementary school students’ academic stress and ego-resilience in forest environment of urban natural park.
The subjects are 20 male and female students’ in Grade 4 of elementary school that applied for a forest experience program at a youth center located in OO-dong, Incheon. The experiment was conducted in 12 sessions, once a week from September 2 to November 18, 2017, with each session lasting for 90 minutes. The forest healing program included elements stimulating the five senses such as vision, hearing, touch and scent; forest landscape elements such as seasonal changes, mystery of nature, and beauty of forest landscapes; topographical elements such as walking and exploring; and ecological and natural elements. To investigate the effect of the program, questionnaire about academic stress and ego-resilience was conducted and analyzed by SPSS 22.0 statistical program, and the quantitative effect was verified. Language, behavior and facial expression were observed and recorded through interviews to verify the qualitative effect.
The result of study First, the effect of academic stress on elementary school students’ participating in the forest healing program decreased statistically (p<.05) in the "homework" and "private educational institute" domains. There was no significant effect in "test/grades" and "learning contents" areas. However, overall school stress has decreased, although not statistically significant. Second, the effects of ego-resilience before and after participation in the forest healing program were significantly improved (p<.000) in the ego-resilience in all sub-domains "interpersonal relationship and optimism" and "emotion control and curiosity". Third, the correlation between academic stress and ego-resilience showed negative correlations(-.499). Students’ with higher ego-resilience felt less academic stress and students’ with lower ego-resilience had higher academic stress. Therefore, academic stress is lowered when ego-resilience is increased through forest healing program.
As a result, the forest healing program is effective not only for reducing the stress of elementary school students’ who are causing school maladjustment and uneasiness but also for improving ego-resilience to cope well with stress situations. The forest healing program was useful for elementary school students’.
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