합기도 수련을 통한 초등학생의 정서지능과 스트레스 및 스트레스 대처행동과의 관계

Abstract

The purpose of this research is that to investigate the relation with Hapkido and elementary students' emotion, stress, ability to cope with stress. I surveyed 379 elementary students who take Hapkido class in Busan from March 2010 to May 2010, I reached this conclusion.

First, there is a difference in empathy on emotion by gender, and girls are higher than boys. In addition, there is a difference in stress from parents, home, teachers, schools, social environment by gender. However, there is no difference in ability to cope with stress by gender.

Second, emotion is concerned with stress, ability to cope with stress. Parents, home, friends, study, teachers, schools of subordinate factors of stress had a negative effect on emotion awareness that subordinate factors of emotion. And passive evasion, aggressive treatment, the pursuit of supporting society of subordinate factors of ability to cope with stress had a positive effect on emotion awareness. Also empathy and controlling emotion had a negative effect on all subordinate factors of stress and they had a negative effect on all subordinate factors of ability to cope with stress. Stress is concerned with ability to cope with stress. Active treatment that subordinate factors of ability to cope with stress had a positive effect on parents, home, friends, study, teachers, schools that subordinate factors of stress. And passive evasion that subordinate factors of ability to cope with stress had a negative effect on parents that subordinate factors of stress. Also aggressive treatment, the pursuit of supporting society had a negative effect on all subordinate factors of stress.

Third, emotion is concerned with stress. Emotion awareness, emotion expression, empathy, controlling emotion effect on perception stress with parents, home, friends. Emotion expression, empathy, controlling emotion effect on perception stress with study. Emotion awareness, emotion expression, controlling emotion effect on perception stress with teachers, schools, social environment. Therefore, the subordinate factors of emotion are closely related with stress. Emotion doesn't effect on perception stress with active treatment. And emotion awareness effects on perception stress with passive evasion and aggressive treatment. Also, emotion awareness and empathy effect on perception stress with the pursuit of supporting society.