• The Korean Journal of Elementary Counseling
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• v.10 no.1
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• pp.19-38
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• 2011

The purpose of this study was to develop a cognitive-behavioral academic stress coping training for reduction of elementary school children's academic stress and improvement the ability to handle academically stressful situation with effective way, to examine its effects. For this, we assigned students of Y elementary school in Gyeongnam Province to two groups at random. From a group of 12 each, one group became the experimental group and the other the control group. And the program was applied twice a week to the experimental group who had totally six 40 minutes sessions of the research own making. Moreover, students evaluated the effects of the program via questionnaire regarding to academic stress and strategy for it. From 120 students of Y elementary school in Gyeongnam province for 3weeks, the study gathered data through the questionnaire for academic stressful situation to know this which students of elementary school often experience. From this, the results are reflected in the program. Also cognitive behavioral group counselling program for teenagers in crisis and existing programs used to adjust academic stress was redeveloped as available form for students in elementary school to compose the cognitive-behavioral Academic stress coping training. In short, the results of the study is as follows. In the study, first, It was showed that cognitive-behavioral academic stress coping training decreased stress which can be caused in situation causing academic stress with a school record, lesson, study and task. Second, The cognitive-behavioral academic stress coping training showed the effect to improve coping strategy for academic stress. In detail, a passive-aversive coping strategy and a helpful coping strategy of coping strategy was enhanced meaningfully but the effect getting to an active coping strategy was limited.

• Journal of the Korea Convergence Society
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• v.11 no.2
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• pp.175-185
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• 2020

The purpose of this study was to investigate the effects of academic stress on academic burnout, the role of academic failure tolerance, and interpersonal stress among college students. The data were collected from 345 undergraduate students from a university in Seoul and were analyzed with a regression analysis and bootstrapping. The results found that first, academic stress affected academic burnout; the more academic stress, the more burnout students experienced. Second, academic stress caused a decreased academic failure tolerance, which then resulted in academic burnout. Third, the mediating effect of the academic failure tolerance on the academic stress and academic burnout was controlled by an interpersonal stress. The present study has significant implications for investigating how the students' personal and social aspects of stress affect academic burnout and suggests appropriate intervention methods.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.169-189
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• 2014

The purpose of this study was to compare elementary gifted student's academic stress, stress coping and academic burnout with those of general students and investigate the relationships between academic stress, stress coping and academic burnout. There is a significant meaning in promoting healthy growth and development by reducing academic stress and academic burnouts, as well as providing fundamental data to understand and mentor elementary gifted student and general students emotionally. The results obtained in this study were as follows. First, the results showed that the gifted students' academic stress, school stress, and after school academic stress were significantly lower than general students'. Second, the results showed that the elementary gifted students used more of active and socially supported ways to cope with stress while the general students use more of passive/evasive and aggressive ways to cope with stress. Third, the results showed that the score of gifted students' academic burnouts was significantly lower than that of regular students', and among general students, the students who spent more time than average time in the private education per week had significantly higher academic burnouts compared to the students who didn't. Fourth, the results showed that the elementary gifted students with high academic stress used more passive/evasive and aggressive ways to cope with stress. As a result of correlation analysis, it appeared a positive correlation between academic stress and academic burnout. Hierarchical multiple regression showed that academic stress and stress coping affected on academic burnout significantly.

• 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 the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6556-6564
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• 2014

This study analyzed the relationship of socially prescribed perfectionism, academic burnout, academic stress, and academic procrastination. In addition, this study examined whether academic stress/procrastination has a mediating effect on the relationship between socially prescribed perfectionism and academic burnout. Data was collected from 283 cyber university students and analyzed using the correlation and structural equation model. The results showed that, socially prescribed perfectionism was positively correlated with academic stress and burnout, academic stress was correlated with academic procrastination and burnout, and academic procrastination was also correlated with academic burnout. Using the result of structural equation model analysis, socially prescribed perfectionism was found to enhance academic burnout through academic stress, or increase academic procrastination through academic stress, then resulted in academic burnout. This result suggested that to prevent academic burnout in a socially prescribed perfectionist, it is essential to lower their level of academic stress and prevent them from procrastination.

• 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.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.59-75
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• 2019

The purpose of this study was to explore ways to help reduce adolescents' academic stress by exploring the influences of parental learning involvement and family strengths on academic stress. The research participants were 445 middle school students living in Gwangju. Data were collected from self-reported questionnaires and analyzed with SPSS 23.0 program. The major findings were as follows: First, the parental learning involvement(provision of learning option, democratic rules, encouragement of academic progress) and academic stress showed significant differences according to gender. There was a significant difference in academic stress depending on school year, but there was no significant difference in parental learning involvement. The family strengths did not show significant difference according to gender or school year. The parental learning involvement(provision of learning option, democratic rules, pursuit of adequate performance, academic information, total), family strengths, and academic stress showed significant differences according to economic status. Second, the adolescents' academic stress was influenced by parental learning involvement(encouragement of academic progress, democratic rules, pursuit of adequate performance) and family strengths. Approximately 30 percent of the adolescents' academic stress was explained by these variables.

• Science of Emotion and Sensibility
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• v.20 no.2
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• pp.45-58
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• 2017

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 adjustment among college students. That is, the association was attenuated by emotional expressivity when academic stress was high more than when academic stress was low. Curiously, we also identified an interesting diversion between two factors of mood awareness. Specifically, mood monitoring moderated the negative association between academic stress and adjustment, whereas mood labeling did not. That is, mood monitoring was particularly effective when academic stress was high, but mood labeling showed substantial benefits regardless of the level of academic stress. Overall, the present results suggest that mood awareness (in particular, mood labeling) and emotional expressivity serve as cognitive and behavioral protective factors that can buffer academic stress among college students.

• School Mathematics
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• v.16 no.1
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• pp.157-180
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• 2014

This study investigated relationships between academic stress and mathematics learning motivation focusing on the mediating effect of academic motivation types. It also tested differential structural relationship among the variables in the high vs. low academic achievement level groups and the boys vs. girls of middle schools. The participants were 952 second graders from five middle schools. Student scores from the standardized tests that were developed to assess the students' academic stress, mathematics learning motivation, and three types of motivation (amotivation, controlled motivation, and autonomous motivation) were used in this study. The results demonstrate that there were significant differences in the relationship patterns of the research variables. Correlation analysis provided evidences that academic stress was negatively related with mathematics learning motivation and autonomous motivation but positively related with amotivation and controlled motivation. Also, mathematics learning motivation was negatively related with amotivation and controlled motivation but positively related with autonomous motivation. Structural equation modelling analysis provided the evidence that the full mediation model was a significant, in that the students' types of academic motivation mediated the effect of academic stress on mathematics learning motivation. Multiple group analysis revealed that there were group differences in the path coefficients of the structural model. But the academic stress showed negative influence on the mathematics learning motivation via amotivation and autonomous motivation in all groups.

• Journal of Convergence for Information Technology
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• v.11 no.2
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• pp.138-145
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• 2021

The purpose of this study was to investigate the mediating effects of academic procrastination behavior on the relationship between academic stress and dropout intention. The research questions are First, does the academic stress of college students influence the intention to drop out? Second, does academic procrastination behavior the relationship between academic stress and dropout intention? A survey was conducted on 218 college students about academic stress, dropout intention, and academic procrastination behavior. Correlation analysis was conducted to find out the relationship between academic stress, dropout, and academic procrastination behavior, and Multiple regression analysis was performed to determine the moderating effect of academic procrastination behavior. The mediating effect was verified using Baron and Kenny's procedure, and the significance was verified by Sobel verification. The results are as follows: First, academic stress, dropout intention, and academic delay behavior showed significant positive correlations.. Second, Academic stress showed 15% of explanatory power as an influential factor on dropout intention, and 5% of explanatory power was an influential factor on academic procrastination behavior. Third, the through mediation analysis, there was partial mediated effects of academic procrastination behavior between academic stress and dropout intention. Our findings suggest that to improve the dropout intention among college students, educators should carefully design and develop an education program