• Journal of Digital Convergence
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• v.11 no.10
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• pp.517-526
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• 2013

This study was conducted to investigate the effects of time management behavioral therapy program on self-esteem, stress coping of school maladjusted adolescents. Experiment was conducted with 8 school maladjusted adolescents who were helped in living facilities. Time management behavioral therapy was applied to adolescents 16 weeks. To achieve the purpose of this study, self-esteem scale and stress coping scale were analyzed and compared before and after intervention. The results of this study were as follows: School maladjusted adolescents showed the significant increase in self-esteem. and School maladjusted adolescents showed the significant increase in active and passive coping of stress by intervention. It was proven to have positive effects on stress coping by intervention in a short time. Through the results of this study, time management behavioral therapy program was proven to have positive effects on self-esteem, stress coping of school maladjusted adolescents.

• 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 the Korea Academia-Industrial cooperation Society
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• v.20 no.3
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• pp.553-561
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• 2019

This study examined the relationship between professional self-concept, interpersonal relationship, coping, and clinical practice satisfaction of nursing college students. This was a descriptive study. The survey participants were 355 students in M city and I city. The data were collected from May 29 to June 16, 2017 and self-report questionnaires, including the Professional Self-concept Scale, Interpersonal Relationship Scale, Coping Scale, and Clinical Practice Satisfaction Scale. The data were analyzed by descriptive statistics, independent-samples t-test, ANOVA, and stepwise multiple regression. Professional self-concept showed significant differences according to religion, income, and school records. Interpersonal relationships showed significant differences according to gender, income, and school records. Coping showed significant differences according to the school records. Professional self-concept had a statistically positive correlation with interpersonal relationship, clinical practice satisfaction, and approach coping. Stepwise multiple regression analysis showed that the predictor of professional self-concept was interpersonal relationships, approach coping, religion, school records, and avoidant coping, which accounted for 45.2% of the variance. These results highlight the need for enhancement programs of nursing college students' professional self-concept that consider their interpersonal relationships, coping, religion, and school records.

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.3
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• pp.43-56
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• 2012

Objectives: The main purpose of this study was to examine factors influencing depression of middle school students in relation to coping behavior, social support, and self-esteem. Methods: The questionnaire survey was carried out on a convenience sample of 442 middle school students. The data analysis procedure included frequency, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression using depression as the dependent variable. Results: The prevalence of depression was 16.7%. Multiple regression revealed that the factors such as "negative" coping(${\beta}$=.29, p<.001), friend support(${\beta}$=-.23, p<.001), "social support pursuing" coping(${\beta}$=-.22, p<.001), school record(${\beta}$=.15, p<.001), self-esteem(${\beta}$=-.13, p<.01), family support(${\beta}$=-.13, p<.01), "agressive" coping(${\beta}$=.11, p<.01) turned out to be significant affecting factors. Forty six percent of varience in depression was explained by these factors. Conclusion: The results of this study suggest that to prevent the occurrence of depression, psychosocial aspects including emotional support should be considered when developing mental health education program for middle school students.

• Korean Journal of Psychosomatic Medicine
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• v.5 no.1
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• pp.63-72
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• 1997

For the purpose of examining the relationship between perceived stress, vulnerability variables, and somatization tendency, the self-report questionnaires of perceived stress, styles of stress coping(passive and active copings), self-perception, gender, and somatization tendency were administered to university entrants(n=2,024). The results were as follows: 1) Perceived stress, styles of stress coping(passive and active copings), self-perception, and gender accounted for 15.56% of the total variance in somatization tendency. As a result of comparing the relative contributions of all predictor variables to somatization tendency, the highest was perceived stress, and the next in order were passive coping style, self-perception, and gender, whereas direct effect of active coping style was not significant. 2) The two-way and three-way interaction effects of perceived stress X vulnerability variables were not significant. 3) The two-way and three-way interaction effects of gender X psychosocial variables were not significant. To conclude, perceived stress and vulnerability variables independently contribute to somatization tendency in university entrants, and furthermore it is suggested that vulnerability variables as well as perceived stress must be considered to account for somatization tendency.

• Journal of East-West Nursing Research
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• v.20 no.1
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• pp.1-8
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• 2014

Purpose: The purpose of this study was to investigate the effectiveness of the coping and self-care behaviors between the individual and group education using the structured programs for the patients in chemotherapy. Methods: The quasi experimental study was designed for this study, and 30 patients received individual education and 30 patients received group education. Collecting data had been done through the seven months from March to Oct. 2011. Results: Hypothesis 1: "There could be differences in aspects of coping between the two groups educated using a structured education program" was rejected (F=2.71, p=.105). Hypothesis 2: "The individually educated group using the structured education program will have higher scores than the group education in self-care behaviors" was supported because there were statistically significant differences (F=4.16, p=.046). Conclusion: It was confirmed that individual education programs, among the patient education for cancer patients can be adopted as nursing intervention in nursing practice to improve self-care behaviors. However, there were no differences between th two group in the aspects of coping.

• Journal of Korean Home Economics Education Association
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• v.25 no.1
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• pp.137-153
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• 2013

The purpose of this study was to research the influence of experienced school violence as a victim on the coping behavior of adolescents and to investigate moderating effects of self regulatory ability which are the desirable coping behaviors as protection factor for adolescents who experienced as victim by school violence. The subjects of this study were 319 students from year 1 to year 3 of total 6 middle schools who experienced school violence as a victim in Daegu and the research tool is questionnaires which are consist of general characteristics of the subjects, experience of school violence scale, self regulatory ability scale, family healthy scale and coping behavior scale. In order to analyze the data of the study, factor analysis, relational regression, linear regression analysis and moderated multiple regressions were used. The main results of this study were as following. First, there was significant correlation between the adolescents who experienced school violence, self regulatory ability and the coping behaviors. Second, adolescents who experienced school violence as victim act more aggressive coping behavior than other coping behavior. Third, while experience of school violence as victim influence adolescents' coping behaviors, it was found that self regulatory ability affect role in the regulation. cognitive self regulatory ability are in charge of controlling the aggressive coping behaviors.

• Convergence Security Journal
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• v.15 no.3_1
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• pp.63-74
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• 2015

The purpose of this study was to determine the status using the smartphone targeting millitary lesson students, and self-control and coping investigate the influence on smartphone addiction level. The results were also analyzed were to affect this age of smartphones college hours per day using a smartphone to an hour or more self-important 95.3% in individual daily levels of smartphone addiction to sex differences. Smartphone addiction levels showed a higher female than male students, the higher the self-control and self-control over the smartphone results of analyzing the relationship between addiction smartphone addiction has been analyzed to be lowered. In addition, even between coping and smartphone addiction emerged as significant results. In conclusion, the self-control necessary for use in smartphones and use time period, and this was demonstrated that coping problem-oriented coping strategies are required. Were discussing the implications of the study on the basis of these findings, we discuss the future research challenges and limitations.

• Journal of Korean Academy of Nursing
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• v.31 no.2
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• pp.340-350
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• 2001

The purpose of this study was to investigate the factors influencing social adaptation of chronic mental illness. The subjects of this study were 190 patients, over the age of 20 with chronic mental illness diagnosed by a physician, and living in Seoul, Korea during May, 2000 to December 2000. The instruments for this study were the social adaptation scale by Wallace (1979), the self-esteem scale by Rogenberg (1965), social support scale by ParkJiWon (1985), coping behavior scale by Shirley Zeitlin (1978), self efficacy scale by Sherer et. al (1982), and Rand mental health inventory(1979). The data were analyzed using descriptive statistics, pearson correlation coefficients, and stepwise multiple regression. The results of this study are as follows: 1. The level of social adaptation showed moderate (M=3.43). 2. The social adaptation showed significant positive correlation with self-esteem (r=0.39, p=0.00), self-efficacy (r=0.31, p=0.00), social support (r=0.47, p=0.00), self-productive coping (r=0.14, p=0.05), self-flexible coping (r=0.22, p=0.00), environment-active coping (r=0.21, p=0.00), and environment-flexible coping (r=0.14, p=0.04). The social adaptation showed significant negative correlation with anxiety (r=-0.16, p=0.02), and emotional problems (r=-0.18, p=-0.00). 3. The stepwise multiple regression analysis revealed that the most powerful predictor of social adaptation was social support (21%). A combination of social support, depression, behavioral controllability, self-efficacy, and environmental coping behavior accounted for 39% of the variance in social adaptation in chronic mental illness. From the results of this study, it is suggested to develop and apply a social adaptation training program for chronic mental illness.

• Journal of Digital Convergence
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• v.14 no.11
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• pp.417-425
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• 2016

The purpose of this study was to examine the impact of perceived social support and self-efficacy on stress-coping behaviors among school-aged children. The subjects in this study were 312 selected students in an elementary school. Data were gathered from May 12 to 23, 2014. The collected data were analyzed by a statistical package SPSS. As a result, social support perceived by the children and their self-efficacy had significant positive correlations with positive stress-coping behaviors. As for influential predictors for positive stress-coping behaviors, social support and self- efficacy were significantly influential. The findings of the study ascertained that the children's positive stress-coping behaviors were under the heavy influence of social support and self-efficacy. In the future, the development of programs that aim at boosting social support and self-efficacy to affect the reduction of children's stress is required, and related intervention is also necessary.