학령기 후기 아동의 스트레스 요인이 자아존중감에 미치는 영향
Stress Domains Affecting the Self-esteem in Late School-age Children
2
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
Objectives: A report on school-age children represents that they have many stressors in their daily lives including homework, being tested, receiving poor grades, isolation from peer, parental pressure, and economic conditions. This study is to identify stress domains affecting the self-esteem in late school-age children and to provide basic data to develop a self-esteem promoting program for them. Methods: A questionnaire-based survey was carried out with 1,329 5th and 6th graders of four elementary schools in Busan for a month long, November, 2010. Self-esteem and Stress were measured with instruments made by the National Youth Policy Institute, 2007. The collected data were analyzed by descriptive statistics, Pearson's correlation coefficient, and enter method multiple regression using PASW 18.0 program. Results: There were no differences between genders on self-esteem, but the 5th graders scored significantly higher on self-esteem and lower on all the stress domains than that of the 6th. Also, all stress domains showed significant and negative correlations with self- esteem. As a multiple regression model in this study, friend stress was the most powerful factor to self-esteem for the late elementary school children and the next factors were study stress, body stress, and parent stress. These variables explained 27.2% of the total variance in self-esteem. Conclusions: Promoting self-esteem may be effective in adjustments because it was affected by stress. In particular, friends, teachers, and parents should consider its significances for supporting school-age children. A specialized program with including friends, teachers, and parents that focuses on the establishment of children's self-esteem should be developed to help stressful children.
Abstract
Objectives: A report on school-age children represents that they have many stressors in their daily lives including homework, being tested, receiving poor grades, isolation from peer, parental pressure, and economic conditions. This study is to identify stress domains affecting the self-esteem in late school-age children and to provide basic data to develop a self-esteem promoting program for them. Methods: A questionnaire-based survey was carried out with 1,329 5th and 6th graders of four elementary schools in Busan for a month long, November, 2010. Self-esteem and Stress were measured with instruments made by the National Youth Policy Institute, 2007. The collected data were analyzed by descriptive statistics, Pearson's correlation coefficient, and enter method multiple regression using PASW 18.0 program. Results: There were no differences between genders on self-esteem, but the 5th graders scored significantly higher on self-esteem and lower on all the stress domains than that of the 6th. Also, all stress domains showed significant and negative correlations with self- esteem. As a multiple regression model in this study, friend stress was the most powerful factor to self-esteem for the late elementary school children and the next factors were study stress, body stress, and parent stress. These variables explained 27.2% of the total variance in self-esteem. Conclusions: Promoting self-esteem may be effective in adjustments because it was affected by stress. In particular, friends, teachers, and parents should consider its significances for supporting school-age children. A specialized program with including friends, teachers, and parents that focuses on the establishment of children's self-esteem should be developed to help stressful children.
참고문헌 (26)
- 김기예, "장애부모 아동과 일반아동의 자아존중감에 따른 부모관련 스트레스, 사회적 지원 및 학교적응", 한국생활과학회지, 14(1), pp.35~46 (2005), 한국생활과학회
- 김용수, "초등학교 아동이 지각하는 스트레스의 분석", 아동교육, 17(4), pp.63~76 (2008), 한국아동교육학회
- 박성옥, "결손가정아동의 자아존중감 및 스트레스에 관한 연구", 한국생활과학회지, 12(4), pp.403~416 (2003), 한국생활과학회
- 박소영, "학령기 아동의 스트레스 관련 변인 탐색", 대한가정학회지, 43(9), pp.71~84 (2005), 대한가정학회
- 어경임, "초등학생의 자아존중감과 스트레스 경험 및 대처행동간의 관계", 석사, pp.2000
- 윤신기, "초․중등학생의 자아존중감과 스트레스 대처방법간의 관계", 아동교육, 13(2), pp.239~251 (2004)
- 한국청소년패널조사 V, "한국청소년정책연구원", 미디어리서치, 1~22 (2007)
- 현명선, "초기 청소년의 자아존중감과 스트레스 대처방식", 한국간호교육학회지, 15(2), pp.293~301 (2009), 한국간호교육학회
- 황매향, "초등학생의 적응과 자아존중감의 관계", 아동교육, 15(3), pp.165~185 (2006), 한국아동교육학회
- Cantrell, N. A, "A predictive model of hopefulness for adolescents", J Adolesc Health, 35, pp.478~485 (2004)
- Compas, B, "Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research", Pscychol Bulletin, 127, pp.87~127 (2001)
- Faul, F, "G power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical science", Behav Res Method, 39, pp.175~191 (2007)
- Jemta, L, "Self-esteem in children and adolescents with mobility impairment: Impact on well-being and coping strategies", wActa Padiatrica, 98, pp.567~572 (2009)
- Laitinen, J, "Stress-related eating and drinking behavior and body mass index and predictors of this behavior", Prevent Med, 34, pp.29~39 (2002)
- Lupien, S. J, "Effects of stress throughout the lifespan on the brain, behaviour and cognition", Nature Reviews Neuroscience, 10, pp.434~445 (2009)
- Martyn-Nemeth, P, "The relationships among self-esteem, stress, coping, eating behavior, and depressive mood in adolescents", Res Nurs & Health, 32, pp.96~109 (2009)
- McGrath, D. J., "Breaking new ground: Divorce routes to college in rural America", Rural Society, 66(2), pp.244~267 (2001)
- Moksnes, U. K, "The association between stress and emotional states in adolescents: The role of gender and self-esteem", Personal Indiv Diff, 49(5), pp.430~435 (2010)
- Mullis, R. L., "Age, gender, self- esteem differenced in adolescent coping styles", J Soc Psychol, 140(4), pp.539~541 (2000)
- Neill, N. M, "Ethnicity, gender, self-esteem, and coping styles: A comparison of Australian and South-east Asian secondary students", Asut Psychol, 35(3), pp.216~220 (2000)
- Rhodes, J., "Changes in self-esteem during the middle school years: A latent growth curve of study of individual and contextual influences", J School Psychol, 42, pp.243~261 (2004)
- Rudolph, K. D, "Gender differences in emotional responses to interpersonal stress during adolescence", J Adolesc Health, 30, pp.3~13 (2002)
- Rutter, M, "Implications of resilience concepts for scientific understanding", Annals of the New York Acad Science, 1094, pp.1~12 (2006)
- Ryan-Wegner, N, "Changes in children's stressors over the past 30 years", Pediatr Nurs, 31(4), pp.282~291 (2005)
- Skybo, T, "Stress and coping responses to proficiency testing in school-age children", Pediatr Nurs, 33(5), pp.410~417 (2007)
- White, L. S, "Reducing stress in school-age girls through mindful Yoga", J Pediatr Health Care, 1016, pp.1~12 (2011)