• Title/Summary/Keyword: Daily stress

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The Effects of Perceived Daily Stress on the Adjustment of Elementary School Children: The Moderating Effects of Social Support (아동이 지각한 일상적 스트레스가 아동의 적응에 미치는 영향 : 사회적 지지의 중재효과)

  • Kim, Soo-Bin;Lee, Sook
    • Journal of the Korean Home Economics Association
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    • v.47 no.2
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    • pp.55-67
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    • 2009
  • The purpose of this study was to investigate the effects of perceived daily stress on the adjustment of children and to examine whether social support has a moderating effect on the relationship between daily stress and adjustment. The results are summarized as follows. First, it was found that stress caused by school, family environments and friends had significant effects on the self-concept of children. In addition, it was found that stress caused by teachers/school and family environments had significant effects on achievement motivation and social behavior. Second, the interaction between daily stress and support from family and friends affected self-concept. Furthermore, achievement motivation was positively affected by the interactions between daily stress and family support, between daily stress and teacher support and between daily stress and friend support.

The Effect of Mother and Father's Parenting Efficacy and Parenting Stress on Daily Stress of Elementary School Children (학령기 아동의 일상 스트레스에 대한 어머니, 아버지의 양육효능감, 양육스트레스의 영향)

  • Jang, Young-Ae
    • The Korean Journal of Community Living Science
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    • v.23 no.2
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    • pp.163-175
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    • 2012
  • The purpose of this study was to examine the effects of mother and father's parenting efficacy, parenting stress on children's daily stress. The subjects were 292 children selected from 4 elementary schools and their mothers and fathers. Data was collected using the parenting efficacy index, parenting stress index, and children's daily stress inventory, and was statistically analyzed using t-test, one way ANOVA(Scheffe test), correlation analysis and multiple regression analysis. The study showed that there were some significant differences in children's daily stress according to the children's grade and gender. Correlation analysis indicated that the mother's parenting efficacy and children's daily stress had negative correlation, and also father's parenting efficacy and children's daily stress had negative correlation. Further, mother's parenting stress had positive correlation with children's daily stress, and father's parenting stress as well. It was also found that parenting efficacy of mother's general parenting ability, parenting efficacy of father's discipline ability, father's stress of difficult child, mother's educational distress, and children's gender were all significant predictors of the children's daily stress.

Effects of Pride and Shame on Interactive Peer Play of Young Children: Focusing on the Mediating Effects of Their Daily Stress (유아의 자부심과 수치심이 또래놀이행동에 미치는 영향: 일상적 스트레스의 매개효과를 중심으로)

  • Choi, Song Yi;Shin, Nary
    • Korean Journal of Childcare and Education
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    • v.13 no.1
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    • pp.107-124
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    • 2017
  • Objectives: The purpose of this study was to investigate the effects of children's pride and shame on their interactive peer play, mediated by their daily stress. Methods: The participants of this study were 172 five-year-old children (80 boys and 92 girls) attending kindergartens or child-care centers in Chungbuk, Korea. The data were analyzed by descriptive and correlational analyses, and structural equation modeling using SPSS 19.0 and AMOS 21.0. Results: Children's shame had a significant indirect effect on their interactive peer play, including play-disruption, play-disconnection and play-interactions, mediated by daily stress; children's shame had a significant direct effect on play interaction. However, children's pride did not have a direct effect on daily stress and an indirect effect on their interactive peer play. In other words, high levels of shame among children led to high perceived daily stress. In turn, perceived daily stress increased play-disconnection and play-disruption, while it decreased play-interactions. Meanwhile children's shame led to a low level of play-interaction among young children. Conclusion/Implications: The results imply that children's perceived shame would influence their behaviors in social contexts as well as their psychological wellbeing such as the level of daily stress.

The Effect of 3-5 year olds' Time in Daycare Centers and Peer Competence on Daily Stress (유아의 어린이집 재원시간과 또래 유능성이 일상적 스트레스에 미치는 영향)

  • Park, Eun Ryeong;Rha, Jong Hay
    • Korean Journal of Child Studies
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    • v.36 no.1
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    • pp.85-98
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    • 2015
  • This study aimed to investigate measures which could reduce the daily stress of 3-5-years-olds who are attending daycare centers, by examining the effects of 3-5-years-olds' time spent in daycare centers and peer competence on daily stress. To this end, two hundred and fifty 3-5-years-olds attending the same daycare for more than 6 months were selected from 5 daycare centers in Daejeon Metropolitan City and tested for their daily stress levels. In addition their teachers completed peer competence tests and a short questionnaire regarding the 3-5-years-olds. In terms of the results, those 3-5-years-olds who spent more than 7 hours or longer in daycare centers were found to have a higher level of daily stress than the 3-5-years-olds who spent less than 7 hours. Additionally, those 3-5-years-olds who returned home after 6 p.m were found to have a higher level of daily stress than the 3-5-years-olds who returned home before 6 p.m. Moreover, it was found that the more time 3-5-years-olds spent in daycare centers and the lower their peer competences were, the more daily stress they seemed to experience.

After-School Extracurricular Activities of Kindergarten Children : Relationships with Daily Stress (유아의 방과후 활동 경험과 일상적 스트레스와의 관계)

  • Kim, Jung Won;Lee, Jung Ah
    • Korean Journal of Child Studies
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    • v.23 no.6
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    • pp.121-137
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    • 2002
  • This study investigated relationships between the after-school extracurricular activities of kindergarten children and their daily stress. The subjects were 380 kindergarten children; they were interviewed regarding the degree of their daily stress. Their mothers completed questionnaires on the children's extracurricular after-school activities. Statistical analysis of the data showed that kindergarteners who participated in extracurricular after-school activities showed a higher degree of daily stress than children who did not. It was concluded that developmental appropriateness of extracurricular activities should be considered, and educational curricular and strategies to help children cope with daily stress due to excessive extracurricular activities should be prepared. Further research on this subject is recommended.

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The Impacts of Daily Stress, Ego Resilience, and Quality of Life of the Elderly in Long-term Care Institutions (장기요양기관 노인의 일상스트레스, 자아탄력성이 삶의 질에 미치는 영향)

  • Lee, kang il;Lee, Jong Hun
    • Journal of the Korea Convergence Society
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    • v.8 no.6
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    • pp.325-336
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    • 2017
  • In this study to identify a causal relationship between daily stress, ego-resilience and the quality of life of the elderly in long-term care facility, a causal relationship model was set up and path analysis was performed. The data collected from 380 elderly users in private long-term care facilities in Greater Seoul Metropolitan area were analyzed using SPSS 22.0 and AMOS 22.0 to analyze the correlation between daily stress, ego-resilience, and the quality of life of the elderly. The results of this study are as follows; First, daily stress of the elderly showed a negative (-) direct effect on the quality of life. Second, the ego-resilience of the elderly had a positive (+) direct effect on the quality of life. Third, daily stress of the elderly showed a positive (+) direct effect on ego-resilience. Fourth, daily stress of the elderly showed indirect effect and partial mediating effect on the quality of life through ego-resilience. Therefore, in order to improve the quality of life of the elderly, it is necessary to develop programs and institutional support to reduce daily stress and increase ego-resilience.

The Effect of Parenting Efficacy, Parenting Stress on Self-efficacy and Daily Stress among Elementary School Children (부모의 양육효능감 및 양육스트레스가 학령기 아동의 자기 효능감과 일상 스트레스에 미치는 영향)

  • Ha, Mi-Jung;Jang, Young-Ae
    • The Korean Journal of Community Living Science
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    • v.21 no.1
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    • pp.33-51
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    • 2010
  • The purpose of this study was to examine the effects of parenting efficacy, parenting stress on elementary school children's self-efficacy and daily stress. The subjects were 355 children selected from 4 elementary schools and their mothers. Data was collected using the parenting efficacy index, parenting stress index, children's self-efficacy inventory and children's daily stress inventory. Data was statistically analyzed using the t-test, one way ANOVA(Duncan test), correlation analysis and multiple regression analysis. The study showed that there were some significant differences in children's self-efficacy according to the child's grade, gender, scholastic achievement, mother education, father education, and income. There were some significant differences in children's daily stress according to the child's grade, gender, and scholastic achievement. Correlation analysis indicated that the maternal parenting efficacy and children's self-efficacy, especially self-confidence had a significant positive correlation, and indicated a negative correlation with children's daily stress. Correlation analysis indicated that maternal parenting stress and children's self-efficacy had a significant negative correlation, and indicated a positive correlation with children's daily stress. It was also found that scholastic achievement, educational distress of the mother, father education were significant predictors of the children's self-efficacy, and healthy parenting ability, father education, stress of a difficult child, scholastic achievement, gender were all significant predictors of the children's daily stress.

Actor and Partner Effects of Couple's Daily Stress and Dyadic Coping on Marital Satisfaction (부부의 일상 스트레스와 공동대처가 결혼만족에 미치는 자기 효과와 상대방 효과)

  • Won, Su Kyung;Seol, Kyoung Ok
    • Journal of Korean Academy of Nursing
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    • v.50 no.6
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    • pp.813-821
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    • 2020
  • Purpose: This study aimed to identify the actor and partner effects of daily stress and dyadic coping on marital satisfaction using the Actor-Partner Interdependence Mediational Model (APIeM). Methods: Participants were 314 couples who met the study's eligibility criteria. Data were collected from March to April 2016 through apartment and cooperative company communities in Seoul. Two APIeMs of positive and negative dyadic coping were analyzed using SPSS 20.0 and Mplus 7.4. All measures were self-administered. Results: Daily stress and positive and negative dyadic coping in both spouses had direct actor effects on their marital satisfaction. Daily stress in both spouses had an indirect actor effect on marital satisfaction through their positive and negative dyadic coping. The husband's daily stress had an indirect partner effect on the wife's marital satisfaction through his positive dyadic coping, while the wife's positive dyadic coping had a direct partner effect on the husband's marital satisfaction. The husband's daily stress had an indirect partner effect on the wife's marital satisfaction through his negative dyadic coping, while the wife's negative dyadic coping had a direct partner effect on the husband's marital satisfaction. Conclusion: Dyadic coping is an effective way to deal with couple's daily hassles as it increase their satisfaction in marriage.

The Effects of Personal and Parental Variables on Young Children's Daily Stress Levels and Maladjustment Behaviors (유아의 일상적 스트레스 및 부적응 행동 : 유아의 개인적 변인과 어머니의 심리사회적 변인을 중심으로)

  • Lee, Sook;Kim, Su-Mi
    • Journal of the Korean Home Economics Association
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    • v.47 no.1
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    • pp.1-12
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    • 2009
  • The purpose of this study was to establish the relative influences of individual variables (sex, age, temperament) and mother's psychosocial variables (maternal attitude, parenting stress, marriage satisfaction) on daily stress levels and maladjustment of young children attending at daycare centers. Subjects were 224 pairs of children and their mothers, and 18 teachers from 5 child-care centers in Gwangju City. Children were tested individually using 22-item daily stress inventory with illustrations which described certain stressful situations. Questionnaires were also administered to mothers and teachers. Collected data were subjected to Cronbach's $\alpha$, correlation and multiple regression analysis using SPSS (WIN 14.0) program. The major findings were as follows; Overall average score of children's daily stress was equivalent with the median. 'Blame and attack situation' and 'anxiety and frustrated situation' were perceived as more stressful for children than 'lose self-respect situation'. Overall average score of children's maladjustment was lower than the median. 'Overactivity' was highest among subscores of maladjustment. Age was the only significant influential factor on children's daily stress level. Sex was the most influential factor on 'overactivity', 'aggression', and 'regression' of young children. Activity and maternal stress were the second most influential factor on 'overactivity' and 'aggression', respectively.

The Buffering Effects of Self-Mastery on the Relationship between DailyStress and Depression among Adolescents (청소년의 일상적 스트레스와 우울에 관한 연구 : 자기조절력의 완충효과를 중심으로)

  • Lee, Jee-Sook;Lee, Bong-Jae;Oh, Yun-Jin
    • Journal of the Korean Home Economics Association
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    • v.47 no.1
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    • pp.75-83
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    • 2009
  • The relationship between daily stress, depression and self-mastery, and the role of self-mastery as a moderator were studied among adolescents (N = 186). Findings were as follows: (1) daily stress was positively correlated with depression, whereas self-master was negatively correlated with depression; (2) items which caused most stress to participants were related to study and peer pressure; (3) self-mastery moderated and buffered the effect of stress on depression, in particular daily stress related to the areas of study and school. Adolescents with high levels of selfmastery were significantly less likely to report symptoms of depression with increasing levels of daily stress, compared to adolescents reporting low levels of self-mastery. Granting limitations imposed by the convenience sample, the study supports the role of theoretical buffering for self-mastery in the context of stress processes, and suggests the need for developing self-mastery of adolescents by implementing empowerment models.