• Journal of Digital Convergence
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• v.18 no.1
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• pp.93-102
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• 2020

The purpose of this study is to analyze the effects of high school students' disability and academic stress on the participation of integrated physical education class. The result of this study is to examine the correlation between disability, academic stress and integrated physical education. There were negative correlations between parent stress and self stress among the subvariables. There was a positive correlation with the integrated physical education commitment and all the sub variables were positive. There was a negative correlation between academic stress and integrated physical education involvement, and all sub variables were negative.We examined the differences in the general characteristics of how disability and academic stress affect active commitment in the integrated physical education class. You can do it.

• Journal of the Korean Society of Child Welfare
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• no.40
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• pp.229-253
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• 2012

The present study examined the capacity of Korean adolescents' self-esteem to buffer against the negative impact of academic stress on self-control. Based on the prevention science perspective, the conceptual framework for this study was developed from the strength model of self-control. Data for the present study were taken from the fourth wave of Korean Youth Panel Study. A sample of 2,169 students in the eleventh grade was analyzed to identify relationships between the study variables. As expected, self-esteem moderated the association between academic stress and self-control. Implications for the study findings are discussed.

• Korean Educational Research Journal
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• v.40 no.1
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• pp.43-57
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• 2019

The purpose of this study is to analyze the relationship between parental perfectionism, academic stress, and life satisfaction among high school students. For this purpose, 290 high school students from the P region were surveyed. We performed a t-test to see if there were significant differences in students' life satisfaction and perceived academic stress between the low parental perfectionism group and the high parental perfectionism group. The results of the study are as follows. First, the low parental perfectionism group reported a significantly higher level of life satisfaction than high parental perfectionism group. Second, the relationship between perceived parental perfectionism and students' academic stress was significant, which shows that the high parental perfectionism group perceived a higher level of academic stress than the low parental perfectionism group. The results indicate that parents' perfectionistic tendencies can lead to higher levels of academic stress of their children, which also can reduce their life satisfaction.

• Journal of Internet of Things and Convergence
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• v.9 no.6
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• pp.63-73
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• 2023

The purpose of this study is to identify the level of learning flow, learning satisfaction, academic self-efficacy, academic achievement, and academic stress of nursing students who experienced non-face-to-face online lectures, and to investigate the correlation between variables and the factors affecting academic stress. The data of this study was collected from 143 students at a nursing college in Seoul, through a Google online questionnaire from September 1, 2023 to September 25, 2023, and descriptive statistics, Student's t-test, analysis of variance, Pearson's Correlation, and linear multiple regression were conducted using SPSS Statistics 25.0. Following an analysis of the difference according to general characteristics, academic stress showed significant difference according to Motivation for applying to department(F=4.465, p=.005) and Major satisfaction(F=36.499, p=.000) of the subjects. The result of analyzing the correlation academic stress was negatively correlated with learning flow (r=-.464, p<.010), academic self-efficacy (r=-.522, p<.010), and academic achievement (r=-.379, p<.010), but learning satisfaction was not correlated with academic stress. Variables affecting academic stress were major satisfaction (𝛽=.367, p<.01), learning flow (𝛽=-.186, p<.05), and academic self-efficacy (𝛽=-.241, p<.05), and the explanatory power for academic stress was 40%. The results of this study can be used as basic data for intervention programs for relieving academic stress of nursing students.

• The Journal of the Korea Contents Association
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• v.16 no.7
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• pp.63-72
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• 2016

This study was conducted in order to identify factors influencing depression in Chinese students in Korea, focusing on factors related to acculturation stress, academic stress and career stress. The participants of this study were 166 Chinese students studying in Korea. Data were collected from Sep. 7th to Oct 15th. The subjects' mean score of depression was 17.36(6.77), and their scores of acculturation stress, academic stress, and career stress were 69.51(19.06), 34.64(5.03), and 29.13(9.14), respectively. Acculturative stress and career stress were found to be factors influencing the depression level of Chinese students in Korea and the two factors' explanatory power was 51.9%. Based on the findings of this study, in order to lower Chinese students' depression level and help them lead a healthy academic life in Korea, it is necessary to assess their acculturative stress and career stress and to provide special intervention for students with high perceived stress.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.815-824
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• 2021

Purpose: This study was to identify the degree of academic stress, college life Adjustment, and social support perceived by nursing students, and to identify the mediating effect of social support between academic stress and college life Adjustment. The participants were 248 nursing college students who have experience in field practice at 4 universities in G metropolitan city. Data analysis was analyzed using SPSS 24.0 as Descriptive statistics, Independent-test, One-way ANOVA, Pearson's correction, and Bootstrapping. Results: The study found 2.68 points for academic stress, 4.11 points for social support, and 3.5 points for college life adjustment. Academic stress was negative correlation with social support and Adjustment to college life, social support was positive correlation with Adjustment to college life. As a result of the analysis by applying the mediating effect verification model 4, first, academic stress had a significant negative effect on social support, second, academic stress had a negative effect on college life adjustment, and social support had a positive effect on college life adjustment. Third, the analysis of the total, direct, and indirect effects of academic stress and social support on college life adjustment showed that they were all significant. In conclusion, it has been found that social support has a partially controlled mediating effect between academic stress and college life adjustment.

• Journal of Gifted/Talented Education
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• v.22 no.1
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• pp.157-171
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• 2012

This study compared the difference of perfectionism, academic stress, learning flow, analyzed the perfectionism impact on academic stress and learning flow between gifted and non-gifted in Elementary school children. The subjects of this study were 100 fifth grade gifted students and 100 ordinary students who showed academic achievement of the same level. According to the results of this study, gifted students showed higher self-oriented perfectionism and socially prescribed perfectionism than general students. Both gifted and general students, the higher socially prescribed perfectionism, the more increased academic stress increased. And the higher self-oriented perfectionism, the more increased learning flow. Gifted and general student's learning flow is high when self-oriented perfectionism is low and academic stress.

• Korean Educational Research Journal
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• v.40 no.3
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• pp.1-16
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• 2019

The purpose of this study is to explore the factors related to high school students 'academic stress. This study uses data from KEDI's(KELS 2013 6th). The data were analyzed using descriptive statistics, Pearson correlation analysis, and hierarchical analysis using the SPSS Statistics program. The results of the study are as follows. First, personal factors, social support factors, and family-related factors showed statistically significant correlation with academic stress. Second, personal factors, family-related factors, and social support factors were all found to have statistically significant effects on high school students' academic stress. After controlling the personal factors and family-related factors, the social support factors further explain the academic stress of high school students by two percent, and the most influential variable among social support factors was the relationship with their parents.

• The Journal of the Korea Contents Association
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• v.14 no.12
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• pp.863-872
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• 2014

This study was conducted to identify the relation between sense of coherence and academic stress in nursing students. Data were collected from 248 nursing students using self-report questionnaire. Data were analyzed by SPSS WIN18.0. There was a significant correlation between sense of coherence and academic stress. Major satisfaction, friends relationship and comprehensibility as a subcategory of sense of coherence accounted for 31.3% of the variance in academic stress. In conclusion, these results indicate that we should search strategies for improvement of teaching method to heighten the major satisfaction, enforcement of sense of coherence, and development of counseling program to reduce academic stress among nursing students.

• Journal of the Korea Convergence Society
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• v.11 no.1
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• pp.221-235
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• 2020

This study identified the latent groups according to smartphone addiction tendency and examined the factors affecting the latent group identification. The best-fitting LCA solution had three classes. The first group was 'non-academic stressed group, immersed in smartphone' It was characterized low scores on academic stress and average scores on smartphone addiction tendency. The second group was 'medium level academic stressed group, immersed in smartphone' which scored slightly above average in academic stress and smartphone addiction tendency. The third group was 'medium level academic stressed group, non-immersed in smartphone'. It showed higher scores than average in academic stress, but students with far lower scores in smartphone addiction tendency. Logistic analysis result showed that gender and grade were significant. This study is meaningful in analyzing academic related variable(academic stress) and mental health related variable(smartphone addiction tendency) to classify the groups according to patterns between the two variables and suggest appropriate intervention for each group in a convergence way.