• 가정과삶의질연구
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• 제34권5호
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• pp.99-117
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• 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.

• 한국학교보건학회지
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• 제19권2호
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• pp.25-36
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• 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.

• 한국지역사회생활과학회지
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• 제25권2호
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• pp.219-232
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• 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
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• 제16권2호
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• pp.63-77
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• 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.

• 한국지역사회생활과학회지
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• 제28권2호
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• pp.289-300
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• 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.

• 한국생활과학회지
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• 제22권5호
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• pp.447-459
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• 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.

• 한국융합학회논문지
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• 제11권2호
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• pp.175-185
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• 2020

본 연구는 서울 소재 대학생 345명을 대상으로 학업스트레스가 학업소진에 미치는 영향과 학업실패내성의 매개효과를 살펴보고 대인관계스트레스 수준이 학업소진에 차별적 영향을 주는지 알아보기 위해 실시되었다. 각 변인들 간의 관계를 회귀분석과 부스트래핑, 그리고 조절된 매개분석을 통해 확인하였으며, 연구 결과 첫째, 학업스트레스가 많을수록 학업소진을 많이 겪음이 확인 되었다. 둘째, 학업스트레스와 학업소진 간의 관계에서 학업실패내성의 매개효과를 확인했다. 셋째, 학업실패내성의 매개효과는 대인관계스트레스에 의해 조절됨을 확인하였다. 본 연구는 대학생의 학업스트레스를 개인적·사회적 차원으로 나누어 학업소진에 미치는 영향을 살펴보았다는데 학문적 의의를 가지며 대학생 학업문제 개입 방안에 있어 대인관계스트레스를 다루는 것의 실무적 중요성을 시사한다.

• 대한물리치료과학회지
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• 제27권2호
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• pp.48-62
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• 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.

• 한국산학기술학회논문지
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• 제15권11호
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• pp.6556-6564
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• 2014

본 연구의 목적은 사이버 대학교 재학생을 대상으로 사회부과적 완벽주의와 학업소진, 학업스트레스, 학업지연 간의 관계를 알아보고, 사회부과적 완벽주의와 학업소진의 관계에 대한 학업스트레스와 학업지연의 매개 역할에 대해 검증하는 것이다. 283명의 사이버대학 재학생으로부터 자료를 수집하였고, 이 자료에 대해 상관과 구조방정식 모형을 분석하였다. 그 결과 사회부과적 완벽주의는 학업스트레스 및 학업소진과 정적상관을 보였고, 학업스트레스는 학업지연 및, 학업소진과 정적 상관을 나타냈다. 또한 학업지연과 학업소진간의 상관도 유의미하였다. 구조모형 분석결과 사회부과적 완벽주의는 학업스트레스를 통해 학업소진을 증가시키거나 학업스트레스를 통해 학업지연을 증가시킴으로써 학업소진을 야기하는 것으로 나타났다. 이러한 결과는 사회적 완벽주의 경향이 높은 사람들이 학업소진이 되지 않기 위해 무엇보다 학업스트레스의 수준을 낮추고, 학업지연을 하지 않게 하는 것이 중요하다는 것을 시사한다.

• 한국간호교육학회지
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• 제26권3호
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• pp.281-289
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• 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.