인지-행동적 학업스트레스 대처훈련이 초등학생의 학업스트레스와 시험불안에 미치는 효과

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 10권 / 1호
ㆍ저자명 : 신현심, 정종진

목차

I. 서 론
Ⅱ. 연구방법
Ⅲ. 결 과
Ⅴ. 논의 및 결론
참 고 문 헌

한국어 초록

본 연구는 초등학교 6학년을 대상으로 학업스트레스와 시험불안이 높은 학생들에게 인지-행동적 학업스트레스 대처 훈련을 실시하여 학생들로 하여금 자신의 학업스트레스를 이해하고 적극적으로 대처하여 학업스트레스와 시험불안을 감소시키는 데 효과가 있는지를 검증하기 위하여 수행되었다. 실험설계는 사전-사후검사 통제집단 설계(pretest-posttest control group design)이며, 학업스트레스와 시험불안 수준이 높은 학생 상위 약 20%에 해당하는 학생들 중에서 연구에 참가의 뜻을 밝힌 학생 32명을 최종 선정하여 실험집단과 통제집단에 각각 16명씩 무선 할당하였다. 연구 결과, 인지-행동적 학업스트레스 대처 훈련이 초등학생의 학업스트레스를 감소시킬 것이라는 가설은 수락되었고, 시험불안을 감소시킬 것이라는 가설은 부분적으로 수락되었다.

영어 초록

The purpose of this study was to investigate the effects of cognitive-behavioral study stress coping training on the reduction of elementary school students' study stress and test anxiety.
The subject of this study was 32 students of the 6th grade in M Elementary School, who were divided into the experimental group(N=16) and the control group(N=16).
The research hypotheses were as follows :
1-1 The scores on study stress of the experimental group receiving the cognitive-behavioral study stress coping training will be lower than those of the control group.
1-2 Within the experimental group, the scores on study stress will be lower after receiving the cognitive-behavioral study stress coping training than before it.
2-1 The scores on test anxiety of the experimental group receiving the cognitive-behavioral study stress coping training will be lower than those of the control group.
2-2 Within the experiment group, the scores on test anxiety will be lower after receiving the cognitive-behavioral study stress coping training than before it.
In order to test these hypotheses, Independent t-tests and Paired t-tests were executed.
The results of this study were as follows :
First, the scores on study stress of the experimental group students receiving the cognitive-behavioral study stress coping training turned out to be lower than those of the control group.
Second, within the experimental group, the scores on study stress turned out to be lower after receiving the cognitive-behavioral study stress coping training than before it.
Third, the scores on test anxiety of the experimental group students receiving the cognitive-behavioral study stress coping training turned out to be lower than those of the control group.
Fourth, within the experimental group, the scores on test anxiety turned out to be lower after receiving the cognitive-behavioral study stress coping training than before it.
These results show that the cognitive-behavioral study stress coping training had effects on the reduction of elementary school students' study stress and test anxiety. And they also imply the necessity of further studies in a middle school or a high school.

참고 자료

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