학업스트레스 감소 프로그램과 학업동기 증진 프로그램을통합한 학업상담 프로그램의 효과

본 연구는 중학생이 학업으로 인해 겪는 정의적인 문제인 학업스트레스를 감소시키고 학업동기를 증진시키기 위해 개발된 통합적인 학업상담 프로그램의 효과를 검증하는 것이다. 연구 1에서는 학업스트레스가 높고 학업동기가 낮은 중학생 33명을 대상으로 학업스트레스 프로그램과 학업동기 프로그램의 효과를 검증하였다. 결과는 학업스트레스 프로그램 참가자의 학업스트레스가 감소하였으며, 학업동기 프로그램 참가자의 무동기가 감소하고 사회적 동기가 향상되었다. 연구 2에서는 중학생 17명을 대상으로 학업스트레스와 학업동기를 통합하여 개발된 학업상담 프로그램이 학업스트레스, 학업동기, 심리적 안녕감, 학업적 자기 효능감 및 자아존중감에 미치는 효과를 검증하였다. 결과는 통합적 학업상담 프로그램 집단에서 학업스트레스가 감소되었고 심리적 안녕감, 학업적 자기효능감 및 자아존중감이 유의하게 증가하였다. 연구결과, 의의와 한계점이 논의되었다.

The objectives of this study were first to develop and identify the effectiveness of two programs which deals with the stress and motivation in academic area, and second to develop to identify the effectiveness of an integrated academic counseling program that can help middle school students in reducing the academic stress and motivational problems related to emotional aspect to increase the academic motivation. In research #1, with the 33 subjects of middle school students, who had scores high in the levels of academic stress and low levels of academic motivation at the same time, an academic stress reducing program and an academic motivation activation program were executed. The results showed that the levels of academic stress of the participants in the academic stress reducing program were reduced and the levels of motivation of the participants in the academic motivation activating program were also reduced with the results of increasing in the levels of social motivation. In research #2, the effectiveness of the newly developed integrated academic counseling program that has been integrated with both academic stress reducing program and academic motivation increasing program into one. was tested and identified after applying to the selected 17 middle school students. The levels of those factors such as academic stress, academic motivation, psychological well-being, academic self-efficacy, and self-esteem were tested in their effectiveness. As a result, the treatment group under integrated academic counseling program showed significant decreases in the levels of academic stress and significant increases in the levels of psychological well-being, academic self-efficacy, and self-esteem. In addition, the summary, the implication and the limitation of the study results were covered.