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NTIS 바로가기감성과학 = Science of emotion & sensibility, v.20 no.2, 2017년, pp.45 - 58
조명현 (서강대학교 심리학과) , 나진경 (서강대학교 심리학과)
The present study tested a hypothesis that mood awareness and emotional expressivity would attenuate the association between academic stress and adjustment. In support of the hypothesis, the present research showed that emotional expressivity moderated the association between academic stress and adj...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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학업 스트레스란 무엇인가? | 학업 스트레스는 성적이나 시험, 수업 등과 같은 학업 장면에서 경험하게 되는 정신적 부담, 근심, 긴장, 우울 등의 심리상태로서, 학생들이 평소 학업 상황에서 내적으로 겪는 스트레스와 외부 환경으로부터 경험하는 스트레스를 포함한다(Kim, Cha, Kang,Lim, Jeon, Cho, Lim, & Seok, 2012). 학업 스트레스는 아동청소년기부터 대학입학 이후에 이르기까지 광범위하게 확인되고 있는데, 이는 단순히 스트레스자체뿐만이 아니라 학업 동기, 주어진 학업 수행, 학습 목표, 효능감, 학업 상황에 대한 수용성 등과 관련된 다양한 적응 문제(Baker & Siryk, 1984)를 일으키고 있다. | |
정서표현성이 학업에 미치는 영향은? | 대학생과 대학원생 100명을 대상으로 연구를 실시한 결과, 우선 정서 표현은 학업 스트레스와 적응 간의 관계를 조절하였다. 즉, 정서표현성은 학업스트레스와 학업 적응 간의 부적 관계를 완화하는 기능을 하는데 이런 효과는 학업 스트레스가 심할 때 더 강하게 나타났다. 흥미로운 점은, 기분 인식의 두 요인인 기분모니터링과 기분명명화가 학업 스트레스-적응 간의 관계에서 보이는 다른 양상인데, 두 요인이 모두 학업 스트레스- 적응 간의 관계를 조절할 것이라는 가설과는 다르게, 기분 모니터링은 둘 사이의 관계를 조절한 반면 기분명명화는 조절효과 없이 주효과 만을 보였다. | |
아동기 시절 정서적 행동적 문제를 보인 학생의 결과는? | 아동청소년들을 대상으로 한 연구에 따르면, 학업스트레스가 높은 학생들은 여러 가지 정서적 행동적 문제를 보이며(Hampel & Peterson, 2006), 결국 학교생활에 제대로 적응하지 못하게 된다(Park, 2014;Lee & Son, 2005). 이러한 학업 스트레스는 학습 부진(Kang & Jung, 1999)이나 학습 무동기(Kim et al.,2012; Lee & Jung, 2007)로 이어지기도 하며, 급기야는 학업의 중도 포기(Guthrie, Black, Bagalkote, Shaw, Campbell, & Creed, 1998)와 자살 시도(Kim, Sung, &Jang, 2016; Ciarrochi, Deane, & Anderson, 2002; Juon, Nam, & Ensminger, 1994) 등에 이르기까지 심각한 문제를 만들어내기도 한다. |
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