• 대한공업교육학회지
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• v.38 no.1
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• pp.69-85
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• 2013

This study aims to examine the correlations between undergraduates' major-interest congruence and stress coping behaviors and major adjustment. And in order to find there is any group violating Holland's congruence hypothesis, this paper divides them into four groups according to the degree of major-interest congruence and major adjustment. Also, it examines the difference of stress coping behaviors among the four groups. The followings are the chief results of this paper. First, according to the result of analyzing the effects of major-interest congruence and stress coping behaviors on major adjustment, congruence did not affect major adjustment significantly. Second, according to the result of dividing them into four groups by the degree of major-interest congruence and major adjustment, there is one group with high congruence but low major adjustment and also a group with low congruence but high major adjustment. Third, according to the result of examining the difference of stress coping behaviors among the four groups by the degree of major-interest congruence and major adjustment, there is significant difference among the four groups. Above results imply that in major adjustment, we should consider factors other than major-interest congruence, and stress coping behaviors are particularly important for it. Therefore, it is necessary to train their stress coping behaviors and also develop programs to facilitate major adjustment. Also, it implies that in the use of Holland's theory, it is crucial to use it based on the client's various information and uniqueness rather than to apply it in a conventional or unconditional way.

• The Journal of the Korea Contents Association
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• v.14 no.10
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• pp.180-188
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• 2014

This study examined to test the role of stress coping skills as mediators in the traumatic experiences and drinking anticipation among alcoholics. Subject in this study consisted of 220 alcoholics who aged 18 years and over in Seoul and Gyeonggi province. Data were collected by self-administered questionnaires. The statistical significance was rested by AMOS 18.0. The findings of the study were as follows: First, traumatic experiences - drinking anticipation(${\beta}=.408$, p<.001), traumatic experiences - stress coping skills(${\beta}=-.328$, p<.001) and stress coping skills - drinking anticipation(${\beta}=-.532$, p<.001) of alcoholics did show the direct relationship. Second, stress coping skills worked as mediators between traumatic experiences and drinking anticipation. The implications and limitations of these findings were discussed, and directions for future studies were also proposed.

• The Journal of the Korea institute of electronic communication sciences
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• v.8 no.5
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• pp.785-790
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• 2013

The present study, college students was carried out to examine the MBTI personality types, Personality Types, how to cope with stress academic burnout Influence was studied. Study shows that personality type is closely related to the stress-coping strategy of personality type and Academic burnout. Among the strategies, problem-based way has a negative effect on EP and IJ personality types. On the other hand wishful-thinking and emotional-focused way have a positive effect on EP type. Thus, the therapist need to induce stressed client to deal with stress through positive imagination or prayer in stable condition.

• Journal of the Korean Applied Science and Technology
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• v.40 no.3
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• pp.507-520
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• 2023

The purpose of this study is to inquire into the effect on the coping with stress by the knowledge of Emerging infectious disease, clinical practice stress. A research was held to the nursing students living in Seoul and Chungbuk from September 10 to October 10, 2022, 259copies of the data were used for the final analysis, Pearson's correlation coefficient and Multiple linear regressions was used. As a result of the study, there was a positive correlation between clinical practice stress due to burden of work, practice education environment stress, and active coping with stress. Clinical practice stress due to interpersonal conflicts, conflicts with patients, burden of work, and undesirable role models was positively correlated with passive coping with stress. Satisfaction of clinical practice, practical educational environment stress and gender accounted for 15.0% of the total variance in the active stress coping, and burden of work accounted for 7% of the total variance in the passive stress coping. Consequently, this study could be suggested as a basis for counseling and developing practical education program for active coping with stress.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.323-329
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• 2018

This study aimed to investigate the mediating effects of stress coping strategies in the relationship between emotional empathy and smartphone addiction. To get the results, a survey was conducted, targeting university students. Key outcomes of the analysis were as follows. First, it was verified that emotional empathy and smartphone addiction, stress coping strategies and smartphone addiction had statistically meaningful direct relationships. Second, it was analyzed that stress coping strategies had partial mediating effects in the relationship between emotional empathy and smartphone addiction. Third, difference analysis according to gender, female students showed higher smartphone addiction and lower active stress coping strategy in comparison with male students. Based in these results, comprehensive interventions for preventing smartphone addiction were proposed.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.841-853
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• 2012

The purpose of this study was to examine the interaction effects on academic stress of gifted student and normal student by academic self-efficacy and stress coping styles. We conducted a questionnaire survey with 100 sixth grade gifted student and 100 normal student who showed academic achievement of the same level. According to the results of this study, gifted student showed higher problem-focused coping than normal student. Both elementary gifted student and normal student, the lower academic self-efficacy and problem-focused coping, the more increased academic stress increased. In the gifted student case where the level of problem-focused coping was high, academic stress was lower when academic self-efficacy was high. Normal student's academic stress was lower when the level of problem-focused coping and academic self-efficacy was higher.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.256-266
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• 2017

The purpose of this study is to investigate influencing factors of nursing students' academic stress focusing on dimensions of empathy, ego-resilience, and stress coping strategies. Academic stress, dimensions of empathy, ego-resilience, and stress coping strategies among subjects were collected using structured questionnaires from 305 nursing students between November 1, 2015 and November 30, 2015. The results of this study showed that the factors affecting nursing students' academic stress were grade, personality orientation, major satisfaction, ego-resilience and emotion focused coping style, and the total explanatory power was 54.1%. To improve nursing students' academic stress, it is necessary to pay attention to the nursing students who are in their upper grades, extroverted, and with low major satisfaction. In developing a program to reduce academic stress, it is thought that it is necessary to include measures to raise the level of ego-resilience and to improve the level of emotion focused coping style among stress-coping strategies, and to conduct subsequent research to identify pathways in which the dimensions of empathy, ego-resilience and stress-coping strategies affect academic stress.

• Journal of Digital Convergence
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• v.15 no.3
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• pp.375-383
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• 2017

The purpose of this study is to identify the relationships among Ego-Resilience and Psycho-Social Maturity, Stress Coping Styles, and influencing factors on Stress Coping Styles of university students. Data were collected from 200 male university students in A city from June 1 to 30, 2016. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, and stepwise multiple regression. Significant correlations were found among Ego-Resilience and Psycho-Social Maturity, Stress Coping Styles. Meaningful variables that influenced Stress Coping Styles were Ego-Resilience and Psycho-Social Maturity, grade, and the total explanation power was 38%. In conclusion, development of Stress Coping Styles program to decrease the stress of university students based on the convergent influencing factors is needed, and further development of scale for Stress Coping Styles for the university students in Korea based on the related factors is also needed.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.353-360
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• 2019

The purpose of this study was to investigate the relationship between job stress and coping style in college students. Participants were 314 students in a college. Data were collected using a self administered questionnaire. The survey was conducted from May 02, 2018 to May 28, 2018. There were statistically significant correlations between personality stress, family environmental stress, academic stress, school environment stress and emotion - centered coping style among sub - variables of job stress, Job anxiety stress was significantly correlated with social support seeking and emotion - centered coping style. Since college students' emotional stress coping style is related to depressive emotional and physical health problems, it is necessary to provide a psychological treatment program for early detection and coping with psychological support services, and a mixed service such as education, lecture, and camp. In addition, it is thought that strategic action skill training (plan, method, and technology) is needed to change from emotion - centered coping style to problem - solving style.

• The Journal of the Korea Contents Association
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• v.15 no.10
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• pp.305-315
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• 2015

The purpose of this study was to investigate the differences in social anxiety and stress coping style by the college students' levels of self-efficacy. The convenience sample consisted of 400 college students in six universities. The data were collected from May to June in 2013 using the following instruments: the Self-Efficacy Scale, the Interaction Anxiousness Scale and the Ways of Coping Questionnaire. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient were used to analyze the data using SPSS 21.0. Self-efficacy was found to have negative relation with social anxiety and positive relation with active coping style while social anxiety was negatively related to active coping style and positively to passive coping style. There were differences in social anxiety and stress coping style in accordance with the level of self-efficacy. The higher group in self-efficacy used more active coping than the lower group. The support and intervention program to increase self-efficacy would be effective in decreasing social anxiety and increasing active coping style among college students.