• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.2
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• pp.238-247
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• 2006

The purpose of this study is to investigate the relationship between nurslng students' self-differentiation, their stress level and stress coping strategies. And following research questions were established. First, what is the difference of the stress level depending on the self-differentiation? Second, what is the difference of stress coping strategies in accordance with the self-differentiation? Participants for this study were 159 students selected from the 1st grades of G University, located in Incheon Metropolitan city. SPSS 10.0 statistic program was taken for drawing its frequency, percentage, average and standard deviation. And t-test, F-test, correlation and multiple regression were conducted. The results are summarized as follows: 1. The mean score for the level of self- differentiation, level of stress, level of stress coping strategies were 3.59, 2.50, 3.35. 2. The relationship between self-differentiation and stress level revealed a negative significant correlation 3. The relationship between self-differentiation and stress coping strategies revealed a no significant correlation. 4. The relationship between stress level and stress coping strategies revealed a no significant correlation. Conclusion: The results of investigating the variation differences depending on stress level, self-differentiation, and stress coping strategies were revealed self-differentiation and stress coping strategies explained stress level by 28.6%.

• Korean Journal of Occupational Health Nursing
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• v.19 no.2
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• pp.150-158
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• 2010

Purpose: The purpose of this study was to investigate stress-coping level and to determine the significant predictor of nurses' stress-coping in schoolwork. Methods: This study was based on the questionnaire survey carried out among 340 nurses in schoolwork at Korea National Open University. The questionnaire included the general factor, schoolwork related factor, health related factor, work related factor, stress level and stress-coping level. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis. Results: The mean score of stress-coping level was 2.23 (SD=0.27). Time for study, exercise, and work as well as stress on daily life and job stress were significant predictors of nurses' stress-coping level in schoolwork. Conclusion: Findings of this study can be an important resource to improve stress-coping strategies of nurses in schoolwork.

• Korean Journal of Occupational Health Nursing
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• v.8 no.1
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• pp.56-67
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• 1999

This study was designed to identify the relationships of role-conflict and role-overload, coping strategies, and stress response of clerical workers. The subjects were 115 clerical workers from two company. The instruments were the role-conflict and role-overload scale developed by Lee(1989), coping scale developed by Latack(1986), and the stress response scale developed by Chang(1993). Analysis of data was done by descriptive statistics, Cronbach's $\alpha$, Pearson correlation coefficietnt, ANOVA. The results of this study were summarized as follows ; 1. The average score for the level of stress response was $83.6({\pm}9.1)$. The high risk stress group was 86.1% of the clerical workers, the latent stress group members was 13.9%, and healthy group was 0%. The overall stress level was very high. 2. Considering the coping strategies by sociodemographic factors, the use of control coping strategies showed significant differences by work-time. The use of symptom management coping strategies showed significant differences by sex, age, married status, year of career, pay, and type of work. The organizational coping strategies showed significant differences by year of education and type of work. 3. The clerical workers who had worked below 44 hours per week complained significantly lower stress response(F=4.942, p<.05). 4. Above 65% of all respondents answered that they needed all of organizational level coping strategies. 5. The role-confilct positively related to escape and organizational level coping strategies(r=.562, r=.495, p<.05). The role-overload didn't related to individual level coping strategies, but positively related to organizational level coping strategies(r=.320, p<.05). 6. The control coping strategies and the escape coping strategies positively related to symptom management, organizational level coping strategies(r=.409, r=.324, r=.316, r=.339, p<.05). 7. The relationship between role-related stress and stress response revealed positive correlation(r=.482, r=.431, p<.05), and the relationship between stress response and control, symptom management coping strategies revealed negative cor-relation(r=-.3204, r=-.3146, p<.05). In conclusion, this study revealed that relationship of role related stress, coping strategies, stress response was statistically significant. The result of this study support that coping strategies vary across situation of stress. Based on survey results, future studies should consider coping strategies in specific stress situation and concept of symptom management coping strategy. Also organizational or training interventions could be developed and initiate to help to increase the use of adaptive coping strategies in light of individual and situational differences.

• Journal of Korean Public Health Nursing
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• v.30 no.3
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• pp.470-482
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• 2016

Purpose: The purpose of this study was to investigate the moderated effects of coping strategies in the relationship between life stress and psychological well-being in university students. Methods: Self-report questionnaires were used to collect the data from 278 university students. The data were analyzed using descriptive statistics, pearson correlation coefficient and hierarchial multiple regression. Results: Psychological well-being is negatively associated with life stress and avoidance coping, and positively associated with problem solving coping. Results showed that there were significant moderated effects of coping strategies in the relationship between life stress and psychological well-being. Under high life stress levels with high problem solving coping and low avoidance coping, there was a high level of psychological well-being. Moreover, life stress and coping strategies interacted well with each other to affect psychological well-being. A negative correlation between life stress and psychological well-being was remarkable for the high problem solving coping group and high avoidance coping group. Conclusion: The study results suggest that in order to improve psychological well-being, it is necessary to provide intervention programs to promote problem solving coping and to reduce the avoidance coping for university students.

• Korean Journal of Occupational Health Nursing
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• v.16 no.2
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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.

• Journal of Families and Better Life
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• v.23 no.4 s.76
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• pp.27-34
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• 2005

The purpose of this study was to identify the patterns of coping with marital conflict and child-rearing stress among mothers of young children. The participants were 166 mothers of children who were between 3 years and 7 years of age, living in the North Kyongsang Province. Paired t-test, ANOVA, Scheffe' test, Pearson's correlation and partial correlation analyses were conducted for this study. The results of this study were as follows. (1) In those situations where the participants experienced marital conflict and child-rearing stress, they were more likely to use an avoidance coping strategy than an approach coping strategy. (2) Among the mothers who were experiencing marital conflict or child-rearing stress, the group that suffered a higher level of stress was more likely to employ an avoidance coping strategy. However, there were no differences in the approach coping behavior by the level of stress. (3) When the level of marital conflict and child-rearing stress were controlled, approach coping behavior with marital conflict was still moderately correlated with approach coping behavior with child-rearing stress.

• Human Ecology Research
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• v.57 no.2
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• pp.295-305
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• 2019

This study examined the effects of social comparison orientation and stress coping styles on job-seeking stress experienced by university students. The participants of this study were 324 junior and senior students (151 males and 173 females) from six universities located in Seoul who were preparing for employment. They were asked to respond to a written questionnaire to measure research variables for the Job-Seeking Stress Scale, the Social Comparison Orientation Scale, and the Ways of Coping Checklist. The data were analyzed by means of descriptive statistics and a hierarchical multiple regression. The major findings of this study were as follows. First, social comparison orientation had a positive effect on job-seeking stress of university students, revealing that students with a high level of social comparison orientation were more likely to experience job-seeking stress. Second, both emotion-alleviation coping style and wishful thinking coping style increased level of job-seeking stress. In addition, problem-focused coping style had a negative influence on job-seeking stress, whereas social support seeking coping style had no significant effect on it. The results suggested that it would be possible to reduce job-seeking stress of university students by changing either social comparison or stress coping style.

• Journal of Korean society of Dental Hygiene
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• v.14 no.5
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• pp.659-665
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• 2014

Objectives : This study aimed to determine the effects of stress coping type on self-esteem and satisfaction with life in dental hygiene students. In particular, an attempt is made to determine the effects of sub-factors of stress coping type on self-esteem and satisfaction with life, get a better understanding of self-esteem and satisfaction with life for dental hygiene students, and provide basic data in developing a program that can identify, prevent, and control the problems with stress for dental hygiene students. Methods : This is descriptive correlation research to determine the relations between self-esteem and stress coping type in dental hygiene students. 212 dental hygiene students at colleges in Ulsan Metropolitan City were asked to complete a self-administered questionnaire from June 10 to 20, 2013; then, 209 copies were used in analysis, with the exception of 3 copies which were excluded from recording. Results : Self-esteem and satisfaction with life were positively affected by active stress coping but were negatively affected by passive stress coping. As for such sub-factors of stress coping type as problem-focused coping, pursuit of social support, emotional relief coping, and hopeful thinking, the sub-factors of active coping type also positively affected self-esteem and satisfaction with life. Self-esteem interacted with the sub-factors of stress coping type and satisfaction with life. Conclusions : Since stress coping type was found to be a factor affecting self-esteem and satisfaction with life for students, the results of this study are expected to be used as basic data in developing a program that can help them cope actively with stress.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.14-19
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• 2019

Stress affects the type of adaptation required for each case and the type of social support is also different. In order for social support to have a buffer effect on stress, we want to understand how to measure social support and support according to specific stress situations. Therefore, this study examines coping behaviors of community service workers exposed to these job stresses and examines the effect of support system (family support, peer support, superior support) on coping behavior. The purpose of this study is to investigate the effects of stress, coping resources and coping behaviors of community service workers. In this study, self - report method was used to investigate the questionnaire using structured questionnaires. In this study, the statistical program was used for data analysis and hierarchical regression analysis.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.