Effects of Academic Stress, Somatization Symptoms, and Social Support on Coping Responses in High School Students

Abstract

Purpose: The purpose of this study was to investigate factors associated with coping responses in Korean public high school students. Methods: This study employed a descriptive survey research design. The sample included 263 high school students who responded to a self-report questionnaire. Variables included socio-demographic characteristics, health-related characteristics, academic stress, somatization symptoms, social support, and coping responses. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson's correlations, and multiple regressions. Results: Participants, regarding their school life, reported moderate levels of academic stress (M±SD=2.3±0.52) and somatization symptoms (M±SD=2.3±0.71), and a relatively high level of social support (M±SD=4.2±0.67). All the variables were associated with the use of multiple coping responses. Active-cognitive coping (M±SD=2.9±0.68) was most frequently used, followed by active-behavioral coping (M±SD=2.8±0.56) and avoidant coping (M±SD=2.3±0.75). Significant relationships were found among the measured variables: positive relation between academic stress and somatization symptoms, but, negative between academic stress and both somatization symptoms and social support. Students who had higher stress and more somatization symptoms were more likely to use avoidant coping than the others. In multiple regression analysis, while factors associated with each coping response differed, gender appeared to be a significant factor in all methods. Variables included in the final model explained 27% of the variance in avoidant coping (F=11.40, p<.001). Conclusion: Based on the study results, schools should provide tailored educational programs to help high school students reduce multisource stress and somatization symptoms at school and cope with them in more active and effective ways.

Research Trends and Meta-Analysis of Variables Related to Depression in Korean Medical Students

“…이후 의과대학생의 우울과 관련하여 다양한 양적 연구들이 보 고되었는데, 특히 자아존중감, 사회적 지지, 스트레스, 학업스트 레스, 학업성적(grade point average, GPA) 등이 우울에 영향을 미 치는 변인으로 많이 언급되었으며 서로 연관성도 높은 것으로 나타났다 [8,[15][16][17][18][19][20][21][22][23][24][25][26][27][28]. 이때 스트레스는 가족, 친구, 건강 등 생활 과 관련된 전반적인 스트레스를 의미하고, 학업스트레스는 학업 성적이나 학업 전반에 대한 스트레스를 의미한다.…”

Behavioral Problems according to the Role of the Middle School Students in School Bullying

“…증상에 영향을 끼치는 요인으로 스트레스는 많이 알려 져 있는 요인이다 집 (Lee et al, 2015;Lee, 2002). 단 따돌림을 당하는 피해 학생의 경우 따돌림 그 자체로 극 심하고 지속적인 스트레스를 경험하게 되고 집단따돌림 에 효율적으로 대처하지 못하는 상황에 대해서도 스트 레스를 경험하게 된다 (Akrivos, 2004;Choi, 2013 Fekkes et al, 2004;Gini, 2008).…”