초등학생의 귀인성향에 따른 스트레스와 학교적응의 차이

Abstract

This study was planned to analyze the stress and school adjustment by attribution tendencies of elementary school students. The research questions for this purpose were as follows : 1. Are there any differences in the stress by attribution tendencies under the situation of success? 2. Are there any differences in the stress by attribution tendencies under the situation of failure? 3. Are there any differences in the school adjustment by attribution tendencies under the situation of success? 4. Are there any differences in the school adjustment by attribution tendencies under the situation of failure? To answer the questions above, 497 students in 4th through 6th grade of 3 schools corresponding to A, B, C class period, which is classified by Busan Metropolitan City Office of education located in Seobu Office of education, were chosen. The subjects were asked to fill in a attribution tendencies questionnaire, stress questionnaire and school life questionnaire. The data was analyzed by independent t-test using SAS 9.1. Followings are the results of the research. First, in terms of stress by attribution tendencies under the situation of success, classwork was significantly much higher in the internal attribution tendency group. Second, in terms of stress by attribution tendencies under the situation of failure, each group had no significant difference regarding the total and subordinate factors of stress. However, the mean value of external attribution tendency was much higher. Third, in terms of school adjustment by attribution tendencies under the situation of success, the total score was significantly much higher in the internal attribution tendency group, especially in the friendship and school life, which are subordinate factors of school adjustment. Forth, in terms of school adjustment by attribution tendencies under the situation of failure, the internal attribution tendency group in the friendship was significantly much higher. Based on the results stated above, it is proved that there are differences in stress and school adjustment according to the attribution tendency under the situation of success and failure. There has to be an effort to understand the attribution tendency of students under the situation of success and failure, and educational program for attribution training in each situation.