대학생의 학업스트레스, 정신건강상태, 학업적 실패내성, 의사소통능력에 관한 연구

A Study on the Academic Stress, Mental Health Status, Academic Failure Tolerance and Communicative Competence of University Students

본 연구의 목적은 대학생의 학업스트레스, 정신건강상태, 학업적 실패내성과 의사소통능력을 파악함으로써 효과적인 교수학습전략을 수립하여 학습역량 강화를 위한 기초자료를 제공하기 위한 연구이다. 자료 분석은 SPSS 21.0 프로그램을 이용하여 t-tests, one-way ANOVA, Pearson correlation coefficient, Multiple linear regression을 실시하였다. 연구결과, 대상자의 일반적 특성에 따른 학업스트레스에서 학과(p=.037), 거주상태(p=.004), 가정생활 만족감(p=.013)에서 유의한 것으로 나타났다. 정신건강상태에서는 부모와의 관계(p=.019), 가정생활 만족감(p<.001), 학교생활 만족감(p=.001), 전공만족감(p=.041)에서 유의한 것으로 나타났다. 정신건강상태는 학업스트레스(r=.146, p=.020)와 양의 상관관계, 의사소통능력(r=-.203, p=.001)과 음의 상관관계가 있는 것으로 나타났다. 학업스트레스, 정신건강상태, 학업적 실패내성, 의사소통능력에 미치는 요인을 분석한 결과, 거주상태, 정신건강상태가 학업스트레스를 29.5% 설명하였다. 정신건강상태는 의사소통능력을 22.0% 설명하였다. 따라서 대학생들을 위한 학업스트레스를 완화하고 학업적 실패내성을 향상시키기 위한 교육방법과 교수학습 프로그램의 개발이 필요하다.

The purpose of this study was to identify academic stress, mental health status, academic failure tolerance, communicative competence of university students in order to provide basic data for strengthening learning ability by establishing an effective teaching and learning strategy. The research data were analyzed t-test, one-way ANOVA, pearson correlation coefficient, multiple linear regression using SPSS 21.0. As a result of analyzing the factors as follows. Academic Stress according to general characteristics was significantly different with the Subject of study(p=.037), residence state(p=.004), satisfaction of home life(p=.013). Mental health status according to general characteristics was significantly different with the relationship with parents(p=.019), satisfaction of home life(p<.001), satisfaction of school life(p=.001), satisfaction of major(p=.041). Mental health status and academic stress(r=.146, p=.020) was positively correlated. Mental health status and communicative competence (r=-.203, p=.001) was negatively correlated. In the results of analyzing the factors having effects on Academic Stress, the residence state and mental health status explained 29.5%. In the results of analyzing the factors having effects on communicative competence, the mental health status explained 29.5%. Therefore, it is necessary to develop an educational intervention program to use as an index to reduce academic stress and to promote academic failure tolerance according to the type of learning for teaching methods and teaching and learning strategies for university students.