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지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The purpose of this study in to investigate the relationship among the child’s stress, ego-resilience, and school life adaptation by sampling 324 students, every two class of the 5th/6th grade of 3 elementary schools in Daegu city. The program of SPSS 18.0 was used to analyze the collected data.
The results are as follows.
First, the child’s stress makes no difference by the gender and the school grade but does according to the living standard. The child’s stress of upper class in higher than that of lower class. However, ego-resilience has no difference according to the gender, classes and living standard.
Second, the relationship between child’s stress and his(her) ego-resilience shows negative correlation, as a child has better ego-resilience, he or she experiences less stress. Third, there is the negative correlation between stress of a child and his(her) school life adaptation. As a child experiences less stress, he or she does better school life adaptation.
Fourth, there is the positive correlation between child’s ego-resilience and his(her) school life adaptation. Particularly, as a child has better personal relationship and higher optimism, he or she responds better friendship adaptation. And, as a child has better emotional control and more curiosity, he or she does better adaptation to teachers.
Fifth, In the regression analysis of the effects of sex, standard of living, stress and ego-resilience of a child onto his(her) school life adaptation, it reveals that the significantly effective sub-factors of child’s stress and ego-resilience onto his or her school life adaptation are emotional control/curiosity, personal relationship/optimism and stress from teacher in order.
The result shows the effect of child’s ego-resilience onto school life adaptation is larger than that of stress of child. In other words, it suggests that child’s ego-resilience has buffering effects to reduce the influence of stress on child’s school life adaptation.
The results are as follows.
First, the child’s stress makes no difference by the gender and the school grade but does according to the living standard. The child’s stress of upper class in higher than that of lower class. However, ego-resilience has no difference according to the gender, classes and living standard.
Second, the relationship between child’s stress and his(her) ego-resilience shows negative correlation, as a child has better ego-resilience, he or she experiences less stress. Third, there is the negative correlation between stress of a child and his(her) school life adaptation. As a child experiences less stress, he or she does better school life adaptation.
Fourth, there is the positive correlation between child’s ego-resilience and his(her) school life adaptation. Particularly, as a child has better personal relationship and higher optimism, he or she responds better friendship adaptation. And, as a child has better emotional control and more curiosity, he or she does better adaptation to teachers.
Fifth, In the regression analysis of the effects of sex, standard of living, stress and ego-resilience of a child onto his(her) school life adaptation, it reveals that the significantly effective sub-factors of child’s stress and ego-resilience onto his or her school life adaptation are emotional control/curiosity, personal relationship/optimism and stress from teacher in order.
The result shows the effect of child’s ego-resilience onto school life adaptation is larger than that of stress of child. In other words, it suggests that child’s ego-resilience has buffering effects to reduce the influence of stress on child’s school life adaptation.
목차
Abstract
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론
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UCI(KEPA) : I410-ECN-0101-2014-590-003165491