• 아동학회지
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• 제28권6호
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• pp.155-168
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• 2007

Subjects were 134 institutionalized children(86 boys, 48 girls) and 218 non-institutionalized children(115 boys, 103 girls). Findings were that (1) institutionalized children showed lower internal locus of control than non-institutionalized children. (2) Institutionalized children with internal locus of control showed active coping behavior. Non-institutionalized children with internal locus of control showed active and social support seeking coping behavior, and non-institutional children with external locus of control showed aggressive coping behavior. (3) Regression analysis models showed that institutionalized girls were more depressed than boys; depressed institutionalized children were oriented to external locus of control and passive coping behavior. Depressed non-institutionalized children were oriented to external locus of control and passive, evasive coping behavior and showed lower active and social support seeking behavior.

• 가정과삶의질연구
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• 제24권3호
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• pp.73-82
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• 2006

The purpose of this study was to investigate the related variables of university students' coping behavior concerning job-searching problems. The subjects were 436 senior students (212 men and 224 women) enrolled in a university in Gyeongbuk Province. Survey questionnaires were used to measure undergraduate students' coping behavior concerning job-searching problems, work commitment, their will to accept downward employment, sex role identity, grade, sex, perceived SES, and major. Data were analyzed by means, standard deviations, t-test, one-way ANOVA, Scheffe' test, and regression. Results are summarized as follows: (1) Male students' level of active and supportive coping behavior was higher than female students'. Male students' level of evasive coping behavior was lower than female students'. Students who perceive their economic condition as negative were higher in active and supportive coping behavior and lower in evasive coping behavior than the students who perceive their economic condition as positive. (2) The students who were strong in work commitment were higher in active coping behavior, and lower in evasive coping behavior than those who were not. (3) The students who were willing to accept downward employment were higher in active coping behavior than those who were not.(4) The students' coping behavior concerning job-searching problems differed according to their sex role identity. (5) Work commitment and sex role identity were influential variables on university students' job-coping behavior.

• 여성건강간호학회지
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• 제16권3호
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• pp.234-244
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• 2010

Purpose: This study determined the level of stress and type of coping style of spouses with high-risk pregnant women. Methods: Subjects were 102 spouses with high-risk pregnant women at 6 hospitals in Seoul and Gyeonggi province from January to August, 2009. The tools for this study were stress scale and coping scale. The data were analyzed by t-test, ANOVA, Scheffe's test and Pearson's correlation coefficient. Results: The average score of subjects stress was 2.18 and coping score was 2.46 point out of 4.00. The highest score of stress categories was 2.44 point in emotional problems and the lowest score was 1.72 in communication and support resources. The stress level was significant differences according to length of marriage, number of hospital visits, satisfaction with marriage relationship, hospitalization days and gestational age respectively. Spouses tended to use an active coping style (2.60) rather than a passive coping style (2.31). There were significant differences according to mother's age and gestational age in active coping and educational level in passive coping. Conclusion: Considering the level of stress coping style and characteristics of high-risk pregnant women's spouses, a nursing intervention should be provided to help them alleviate stress and to encourage active coping.

• 대한간호학회지
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• 제50권5호
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• pp.671-685
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• 2020

Purpose: The purpose of this study was to develop a Coping Scale for Infertility-Women (CSI-W). Methods: The initial items were based on an extensive literature review and in-depth interviews with seven infertile women. Forty-three items were derived from a pilot survey. Data were collected from 216 women who had experienced intrauterine insemination (IUI) and in-vitro fertilization (IVF) more than once. The data were analyzed to verify the reliability and validity of the scale. Results: Seven factors containing 28 items (four factors containing 17 items for active coping and three factors containing 11 items for passive coping) were extracted from the exploratory factor analysis to verify the construct validity. The four factors of active coping were confrontation, self-control, seeking social support (spouse), and seeking social support (colleagues and experts). The three factors of passive coping were distancing, escape, and avoidance. These items were verified through convergent, discriminant, and concurrent validity testing. The internal consistency reliability was acceptable (active coping: Cronbach's α = .78; passive coping: Cronbach's α = .81). Conclusion: As its validity and reliability have been verified through various methods, the CSI-W can contribute to assessing the coping strategies of infertile women.

• 한국직업건강간호학회지
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• 제16권2호
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• pp.109-118
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• 2007

Purpose: The purpose of this study was to identify stress and coping patterns of manufacturing male workers. Method: Data were collected from 215 manufacturing male workers and analyzed by SPSS WIN 12.0 Results: The total job stress score was 41.41 and the mean of the daily hassles score was 1.60. Related to the coping type, direct-active coping was the highest among four types of coping. Indirect-active coping was the second, followed by direct-passive coping and indirect-passive coping. Job stress score and daily hassles score were highly correlated by passive coping types. Conclusion: Occupational health management program including coping strategy is required to relieve workers' stress.

• 아동학회지
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• 제32권6호
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• pp.141-155
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• 2011

This study investigated whether middle school and high school students' coping strategies and positive thinking patterns moderate the negative effects of self-discrepancies on maladjustive emotions represented by depression and anxiety. The study participants consisted of 308 middle school students and 301 high school students from schools from metropolitan areas in Korea. The results of this study were as followed. First, the high school students reported higher scores in terms of depression, anxiety, and active coping strategies than the middle school students, while the middle school students reported higher scores in terms of positive thinking than the high school students. Second, the high school students' active coping strategies and positive thinking patterns moderated the negative effects of self-discrepancies on maladjustive emotions. These results indicate that both middle and high school students' self-discrepancies negatively affected maladjustive emotions, whereas active coping strategies and positive thinking patterns positively affected maladjustive emotions. In addition, active coping strategies and positive thinking patterns had a moderating effect only among the high school students.

• 한국보육지원학회지
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• 제14권6호
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• pp.53-67
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• 2018

Objective: This study aimed to investigate the effect of parent- teacher communication on childcare teacher's job stress and turnover intention. This study also examined if the level of active stress coping used functions as a moderator in relationships among parent-teacher communication, childcare teacher's job stress, and their turnover intention. Methods: To achieve this, this study used data from 223 surveys from childcare teachers and analyzed the data with SEM and multi-group SEM analysis methods. Results: First, parent-childcare teacher communication influenced the teacher's turover intention through job stress. Second, the effect of parent-childcare teacher communication on job stress was not found in the higher-level of the active stress coping group. This was different from the significant effect in the lower-level of the active stress coping group. Also, parent-childcare teacher communication influenced teacher's turnover intention through job stress in the lower-level of the active stress coping group. In contrast, the mediation effect was not shown in the higher group. Conclusion/Implications: The results of this study show the effect of parent-childcare teacher communication on teacher's job stress and their turnover intention. Also, this study shows that the level of active stress coping could moderate the relationship among parent-childcare teacher communication, teacher's job stress, and their turnover intention.

• 아동학회지
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• 제20권1호
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• pp.61-77
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• 1999

This study investigated characteristics of children's coping behaviors in the context of perceived controllability of stress in hassles with parent(s), friend-alienation, friend-conflict, and in learning situations. The subjects were 489 sixth grade children selected from seven elementary schools in Seoul. Statistical analysis was by ANOVA, Scheffe' test, and MANOVA. Major findings were that (1) Active, passive, aggressive, and avoidant coping differed by perceived controllability of stress in all 4 stress situations. The children who perceived a higher level of controllability were more active, and less passive, aggressive, and avoidant in coping with each hassle. (2) Perceived controllability was higher in learning related than in friend-conflict situations. Active, passive, and social support seeking coping behavior was higher in learning related stress situations than in friend-conflict situations. Avoidant coping behavior was lower in learning related than in friend-conflict situations.

• 근관절건강학회지
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• 제5권2호
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• pp.253-264
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• 1998

This study has done for the purpose of investigation among the degrees of pain coping strategies, pain, and depression of patients with rheumatoid arthritis. The subjects of this study were 214 patients diagnosed with rheumatoid arthritis. The data were collected from september 4 to 16, 1995 by questionnaires. The data were analysed by the use of frequency, t-test, Pearson Correlation Coefficients, ANOVA, and Duncan test. The results Were as follows ; 1. The mean score of pain was 213.5(range : 4-390) and that of depression was 21.4 (range : 1-50). The mean score of passive pain coping strategies was 30.2(range : 11-48) and that of active pain coping strategies was 18.6(range : 7-33) 2. The passive pain coping degree showed a positive correlation with the pain degree (r=.475, p=.0001) and the active pain coping degree showed a inversive correlation with that(r= -.296, p=.0001). The passive pain coping degree showed a positive correlation with the depression degree (r=.425, p=.0001) and the active pain coping degree showed a inversive correlation with that(r=-.299, p=.0001). The pain degree showed a positive correlation with the depression degree(r=.374, p=.0001).

• 한국학교ㆍ지역보건교육학회지
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• 제23권4호
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• pp.1-15
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• 2022

Objectives: The purpose of this study was to examine the mediating effect of Stress coping method in the relationship between Covid-19 stress and academic burnout of university students in the long-lasting Covid-19 situation. Methods: The subjects of this study were 323 college students and data were collected by on-line questionnaire survey. The collected data was analyzed using SPSS 23.0 and t-test, ANOVA, multiple linear regression analysis were conducted. Also mediation analysis was performed according to the Baron & Kenny method. Results: The results were as follows. First, students with high Covid-19 stress had high academic burnout by regression analysis. Second, in the stress coping method, the active coping method lowered academic burnout, and the passive coping method increased academic burnout. Third, the active coping method showed a partial mediating effect in the relationship between Covid-19 stress and the academic burnout(p<.01). Conclusions: In order to help college students cope with academic burnout caused by Covid-19 stress, it is recommended to guide students to use active coping method through counseling and education. Ultimately, it is necessary to support students to use various coping methods according to their situation appropriately.