목적: 본 연구는 한국 초등학생의 스트레스 대응행동에 관련된 요인들을 알아보기 위한 서술적 조사연구이다. 방법: 연구대상자는 세 개 지역(대도시, 중소도시, 농촌지역)의 10개 초등학교에서 자발적으로 참여한 5, 6학년 1,161명으로 자가보고식으로 설문이 이루어졌다. 스트레스 대응 행동은 수정된 Ways of Coping Checklist를 이용하여 측정되었다. 자료는 기술적 통계, t-test, ANOVA, 상관관계 분석, 다중회귀분석을 사용하여 분석되었다. 결과: 초등학생들이 가장 빈번하게 사용하는 스트레스 대응 행동은 신비적 대응($3.01{\pm}10.6$)이었고 긍정적 대응($2.61{\pm}0.72$)과 부정적 대응($2.01{\pm}0.72$)이 그 뒤를 이었다. 대도시에 사는 여학생이 중소도시나 농촌지역에 사는 남학생들보다 더 많은 대응 행동을 사용하였고, 신비적 대응행동이 높은 학업성적과 관련이 있었던 반면 긍정적 대응행동은 높은 삶의 만족도와 관련이 있었다. 결론: 초등학생의 성별, 삶의 만족도 수준, 지역, 학업성적과 스트레스 수준이 스트레스 대응 행동에 영향을 주었다. 또한 대응 행동의 종류에 따라 대응행동에 영향을 주는 요인들에 다소 차이를 보였다. 초등학생들이 직면하는 스트레스 상황에 대해 긍정적으로 대응할 수 있는 능력을 길러주기 위하여 대상자의 특성과 지역의 사회적, 물리적 환경을 고려한 중재프로그램 개발이 필요하다.
목적: 본 연구는 한국 초등학생의 스트레스 대응행동에 관련된 요인들을 알아보기 위한 서술적 조사연구이다. 방법: 연구대상자는 세 개 지역(대도시, 중소도시, 농촌지역)의 10개 초등학교에서 자발적으로 참여한 5, 6학년 1,161명으로 자가보고식으로 설문이 이루어졌다. 스트레스 대응 행동은 수정된 Ways of Coping Checklist를 이용하여 측정되었다. 자료는 기술적 통계, t-test, ANOVA, 상관관계 분석, 다중회귀분석을 사용하여 분석되었다. 결과: 초등학생들이 가장 빈번하게 사용하는 스트레스 대응 행동은 신비적 대응($3.01{\pm}10.6$)이었고 긍정적 대응($2.61{\pm}0.72$)과 부정적 대응($2.01{\pm}0.72$)이 그 뒤를 이었다. 대도시에 사는 여학생이 중소도시나 농촌지역에 사는 남학생들보다 더 많은 대응 행동을 사용하였고, 신비적 대응행동이 높은 학업성적과 관련이 있었던 반면 긍정적 대응행동은 높은 삶의 만족도와 관련이 있었다. 결론: 초등학생의 성별, 삶의 만족도 수준, 지역, 학업성적과 스트레스 수준이 스트레스 대응 행동에 영향을 주었다. 또한 대응 행동의 종류에 따라 대응행동에 영향을 주는 요인들에 다소 차이를 보였다. 초등학생들이 직면하는 스트레스 상황에 대해 긍정적으로 대응할 수 있는 능력을 길러주기 위하여 대상자의 특성과 지역의 사회적, 물리적 환경을 고려한 중재프로그램 개발이 필요하다.
Objectives: The purpose of this study was to examine factors influencing stress coping behaviors of elementary students in Korea. Methods: This study used a descriptive comparative survey design. A total of 1,161 elementary students voluntarily participated in the study from 10 schools at three regi...
Objectives: The purpose of this study was to examine factors influencing stress coping behaviors of elementary students in Korea. Methods: This study used a descriptive comparative survey design. A total of 1,161 elementary students voluntarily participated in the study from 10 schools at three regional levels (large and medium-sized cities, and rural towns). Coping behaviors were measured by the modified Ways of Coping Checklist. The data were analyzed using descriptive statistics, t-test, ANOVA, and multiple regression. Results: The most commonly used stress coping behavior reported by the participants was mystic coping, followed by positive coping, and negative coping. Students living in the large city and female students tended to use more coping behaviors than students living in the medium-sized city or rural towns and male students, respectively. Positive coping behaviors were associated with high school performance while myotic coping behaviors were associated high life satisfaction. Conclusion: Elementary students who are males, dissatisfied with their lives, or living in large cities or rural towns tended to be at risk for poor coping. There were differences in factors influencing coping behaviors by type of coping behaviors. An approach to building a successful coping behavior that is specifically tailored to the gender subsets of population and region-specific social and physical environment is recommended.
Objectives: The purpose of this study was to examine factors influencing stress coping behaviors of elementary students in Korea. Methods: This study used a descriptive comparative survey design. A total of 1,161 elementary students voluntarily participated in the study from 10 schools at three regional levels (large and medium-sized cities, and rural towns). Coping behaviors were measured by the modified Ways of Coping Checklist. The data were analyzed using descriptive statistics, t-test, ANOVA, and multiple regression. Results: The most commonly used stress coping behavior reported by the participants was mystic coping, followed by positive coping, and negative coping. Students living in the large city and female students tended to use more coping behaviors than students living in the medium-sized city or rural towns and male students, respectively. Positive coping behaviors were associated with high school performance while myotic coping behaviors were associated high life satisfaction. Conclusion: Elementary students who are males, dissatisfied with their lives, or living in large cities or rural towns tended to be at risk for poor coping. There were differences in factors influencing coping behaviors by type of coping behaviors. An approach to building a successful coping behavior that is specifically tailored to the gender subsets of population and region-specific social and physical environment is recommended.
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문제 정의
Interventions should be developed that appropriately target such specific populations and their needs. The findings suggest an approach to building a successful coping behavior that is specifically tailored to the gender subsets of population and region-specific social and physical environment. In terms of low use of positive coping behaviors such as exercising, it is recommended to incorporate coping interventions into school- or public health center-based health promotion programs.
The purpose of this study was to compare stress coping behaviors of elementary students by general characteristics and stress levels as well as geographical region (large city, medium-sized city, and rural town). The specific aims were to (1) analyze the relationship between general characteristics, stress levels, and geographical regions and coping behaviors, and (2) identify factors influencing coping behaviors.
제안 방법
A structured survey questionnaire was used to collect data. The questionnaire consisted of 97 items, including 10 general characteristics, 56 stress level items, and 31 stress coping behavior items.
The general characteristics included grade, gender, whether both parents worked, having siblings, school performance, private educational institutions attended after school, study hours after school per day, game hours per day, and life satisfaction.
Stress level was measured with a modified version of the stress-level scale used in earlier studies (Kim, 2005; Yi, 2004). The scale consisted of 4 subscales: individual (9 items); family (17 items); school (13 items); and peer factors (16 items). Each item was scored on a 5-point Likert scale ranging from 1(not at all) to 5 (severe stress).
Mystic coping was defined as activities that aim to directly avoid experiencing stressful situations by depending on mysticism and faith. The scale was modified for this study based on interviews of 50 fifth-grade students and consisted of 31 items (11 positive coping, 15 negative coping, and 5 mystic coping). Items were rephrased to reflect specific coping efforts commonly reported by the fifth graders.
The purpose of this study was to compare stress coping behaviors of elementary students by general characteristics and stress levels as well as geographical region (large city, medium-sized city, and rural town). The specific aims were to (1) analyze the relationship between general characteristics, stress levels, and geographical regions and coping behaviors, and (2) identify factors influencing coping behaviors.
대상 데이터
A total of 1,500 fifth- and sixth-grade students from 10 elementary schools participated in the study: 600 students from 3 schools in a large city;450 students from 4 schools in a medium-sized city in Kyunggi-do; and 450 students from 3 schools in rural towns (2 from Kangwon-do, 1 from Kyunggido). The number of students per school participated in the study ranged from 50 to 250.
One medium-sized city from Kyunggi-do was identified based on proximity to the large city. One rural town from Kyunggi-do province and two rural towns from Kangwon-do were selected for participation in the study. Three or four schools by each regional category were contacted by researchers in collaboration with school nurses.
The number of students per school participated in the study ranged from 50 to 250. Out of the 1,500 students, 339 whose responses were incomplete were excluded, and 1,161 (487 from the large city, 324 from the medium-sized city, and 350 from the rural towns) remained in the study.
A total of 1,500 fifth- and sixth-grade students from 10 elementary schools participated in the study: 600 students from 3 schools in a large city;450 students from 4 schools in a medium-sized city in Kyunggi-do; and 450 students from 3 schools in rural towns (2 from Kangwon-do, 1 from Kyunggido). The number of students per school participated in the study ranged from 50 to 250. Out of the 1,500 students, 339 whose responses were incomplete were excluded, and 1,161 (487 from the large city, 324 from the medium-sized city, and 350 from the rural towns) remained in the study.
A structured survey questionnaire was used to collect data. The questionnaire consisted of 97 items, including 10 general characteristics, 56 stress level items, and 31 stress coping behavior items.
데이터처리
Comparison of general characteristics of participants, stress level, and stress coping behaviors by geographical regions were analyzed by Chi-Square, t-test, analysis of variance (ANOVA), and post-hoc test (Scheffé test).
Comparison of general characteristics of participants, stress level, and stress coping behaviors by geographical regions were analyzed by Chi-Square, t-test, analysis of variance (ANOVA), and post-hoc test (Scheffé test). The relationship between stress level and stress coping was analyzed using correlation analyses. To determinez factors influencing stress coping behaviors, stepwise multiple regression analysis was used.
이론/모형
This study used a descriptive comparative survey design and convenience sampling methods. Three regional categories included large city (> 1 million), medium-sized city (0.
The relationship between stress level and stress coping was analyzed using correlation analyses. To determinez factors influencing stress coping behaviors, stepwise multiple regression analysis was used.
성능/효과
As shown in Table 3, stepwise multiple regression models were constructed to explain and predict each of the three stress coping behaviors. Out of 6 factors entered into the analyses, gender, life satisfaction, and stress level were all significantly and positively associated with positive stress coping behaviors, accounting for 8% of the variance. That is, students who were female and reported satisfaction with their lives and high stress levels were more likely to use positive coping behaviors than male students who reported dissatisfaction with their lives and low stress levels.
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