• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.486-496
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• 2014

The purpose of this study was to examine the role of self-directed learning readiness between career maturity and academic stress. To examine it, a total of 582 cyber universities were participated in this study, and correlation analysis and regression analysis were conducted. Therefore, career maturity was significantly positive correlated with self-directed learning readiness and it was significantly negative correlated with academic stress. In addition, it was revealed that self-directed learning readiness mediated between career maturity and academic stress. Based on the results, we discussed the strategies for reducing academic stress for cyber students, limitations and suggestions for future researches were also discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.8
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• pp.145-151
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• 2017

Many adolescents in high schools are experiencing school maladjustment by academic stress under the reality of higher-education-oriented schooling. A review of studies of academic stress and school adjustment reveals that ego-optimism is predicted as one of the moderating variables to help adolescents lessen academic stress and increase their school adjustment. The main purpose of this study was to verify the moderating effects of ego-resilience on the relationship between academic stress and school adjustment of adolescents. For this, 496 high school students of tenth and eleventh grade were respectively collected through cluster sampling to be surveyed, and then correlation analysis and moderated regression analysis were conducted. The major findings were as follows. First, there was a negative relationship between academic stress and school adjustment and between academic stress and ego-resilience, but a positive relationship between school adjustment and ego-resilience. Second, the moderating effects of ego-resilience on the relationship between academic stress and school adjustment were not found, although optimism, one of ego-resilience's sub-factors, had a significant moderating effect on them, implying that adolescents' optimism should be enhanced to lessen academic stress and ensure they have a successful school life. The study concludes that optimism is a protective factor for school adjustment caused academic stress and thus schools need to make active efforts to enhance their students' optimism.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6756-6766
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• 2014

The aim of this study was to validate the influence from academic stress caused by the achievement pressure of their parents and the adjustment effect of self-differentiation. The data was collected from 257 students from the 19th of May, 2014 to the 30th of May, 2014 for freshmen and sophomores of a college in the Kyoungbook region to validate the study. The SPSS/PC 18.0 program was used for the statistical analysis. Hierarchical multiple regression analysis revealed more less influence of academic stress caused by the achievement pressure((${\beta}=.111$, p<0.05) of their parents but there was no reasonable value in validating the adjustment effect to reduce the academic stress by self-differentiation, i.e., it should be a non-linear and complex effect rather than a simple linear relationship for self-differentiation.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• The Journal of the Korea Contents Association
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• v.19 no.5
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• pp.35-47
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• 2019

The purpose of this study in to verify the impact of gratitude disposition and academic self-efficacy on the process in which academic stress of college freshman are affected in adjustment to college. For this, research models were established based on prior studies and processes were verified through correlation analysis and structural equation analysis. Data was collected from 1785 freshman students from college in Incheon. Four measurement instruments were employed: Academic Stress Scale, Gratitude Questionnaire, Academic Self-Efficacy Scale, Students Adjustment to College Questionnaire. The results showed that academic stress showed negative effect on adjustment to college, gratitude disposition, and academic self-efficacy. The dual mediation effect by gratitude disposition and academic self-efficacy was also verified. Implications for adjustment to college and academic guidance, limitations of the study and suggestions for future researches are discussed.

• Korean Journal of School Psychology
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• v.15 no.1
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• pp.69-89
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• 2018

This study first investigated the relationship among elementary school students' perceived academic stress, self-esteem, and aggression. This study further tested the moderating effect of self-esteem on the relationship between academic stress and aggression. In particular, the moderating effect was tested three times for the three dimensions of aggression (i.e., behavioral aggression, hostility, & anger). A total of 758 (woman 52.1%) 5th to 6th grade elementary school students participated in this study by responding to a questionnaire including measures of academic stress, self-esteem and aggression. The main results of the study were as follows. First, academic stress perceived by the elementary school students showed significant, positive correlations with all of the three dimensions of aggression. Second, the students ' self-esteem was negatively associated with the three aggression dimensions. Third, self-esteem was found to be a significant moderator between academic stress and two dimensions of aggression (hostility & anger), respectively, yet forth, the moderating effect of self-esteem was not significant between academic stress and the behavioral aggression dimension. This study suggests that academic stress can be a risk factor to increase elementary school students' aggression, and that their level of self-esteem can be a buffer to lower the risk. This study provides implications for educators to develop a program that can reduce elementary school students' aggression under academic stress by boosting the students' self-esteem.

• Korean Journal of Culture and Social Issue
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• v.20 no.2
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• pp.67-88
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• 2014

This Study examined impact of academic stress and acculturation stress experienced by overseas Republic of Korean students on psychological adjustment. For this purpose, the 152 female and male Korean students attending in undergraduate and graduate course in English speaking countries were surveyed. Academic stress and acculturation stress has negative correlation with psychological wellbeing and life satisfaction but has positive correlation with depression and anxiety. Hierarchical regression analysis confirmed that demographic variables predicted psychological well-being, life satisfaction and depression except anxiety. After controlling the demographic variables, academic stress and acculturation stress predicted psychological well-being, life satisfaction, depression and anxiety. Finally, limitations of this study, the significance, the direction of future research are discussed.

• Journal of the Korea Convergence Society
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• v.8 no.7
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• pp.283-293
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• 2017

The objective of this study is to verify if the parent-child communication has a mediating effect in the relationship between the academic stress recognized by teenagers and the mental health. To achieve this, this study conducted a survey of teenagers who were attending high schools located in Daegu Metropolitan City and made a final analysis of 234 teenagers in total. To verify the mediating effect of parent-child communication in the relationship between the academic stress recognized by teenagers and the mental health, Baron & Kenny's mediating effect analysis method was conducted and the analytical findings are shown below. First, it appeared that career stress and test stress, among the subfactors of academic stress recognized by teenagers had an influence on mental health. Second, it appeared that parent-child communication played a mediating role in the influence of academic stress on mental health.

• The Journal of the Korea Contents Association
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• v.18 no.9
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• pp.684-695
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• 2018

This study is aim to examine the influence of the social supports factor of the college students who majors in health or social welfare on their college adjustment and whether or not academic stress would perform a mediating role in the relationship between social supports factor and college adjustment. The subjects in this study were the college students who majored in health or social welfare in Gyeongsang Namdo Province. Data were collected through self reported structured questionnaire form using convenient sampling methods. The findings of the study were as follows: First, the social supports factor and academic stress factor of the college students were found to have exerted a statistically significant influence on college adjustment. Second, the academic stress factor was found to have had partial mediating effects on the relationship between the social supports factor and college adjustment. The findings of the study illustrated that the academic stress factor played a buffering role in the social supports factor that affected the college adjustment of the college students.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.109-115
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• 2019

Based on the prior study, this study established the hypothesis that academic stress would lead to employment anxiety, and verified whether self-efficacy and self-esteem have a moderating effect in the relationship between academic stress and employment anxiety and the analysis results are as follows: Employment anxiety increases as the academic stress increases, and self-esteem plays a role of moderating in the relationship between academic stress and employment anxiety, but self-efficacy has not. The results of the analysis confirmed that although self-efficacy does not play a role of moderating, employment anxiety decreases as self-efficacy increases. Self-esteem generally reduces employment anxiety, but it has shown that employment anxiety increases in academic stress situations.