earticle

영어

The purpose of this thesis is to examine the relationship between whether academic stress influences emotional intelligence and to figure out if the ego-resilience has a mediating effect. The result of this study can be summarized as follows: First, t-test concerning academic stress, ego-resilience and emotional intelligence by gender found that were significant differences that were the girl have partly higher level of ego-resilience and emotional intelligence. Secondly, Pearson correlation analysis was conducted to verify according to academic achievement relation among their academic stress, ego-resilience and emotional intelligence. The analysis found that students who think that they have high academic achievement have high ego-resilience and emotional intelligence. Finally, Ego-resilience, turned out having fully mediating effects in the course of academic stress influencing emotional intelligence. Those findings show that when academic stress is high, it can be meaning to decrease emotional intelligence and ego-resilience. This study finds its significance from the fact that it academic stress make them decrease emotional intelligence as mediating ego-resilience. Conclusively, it is required of importance in education of emotional intelligence of students and ego-resilience. Also we need to focus on internal characteristics of students and we have to decrease academic stress and increase emotional intelligence and ego-resilience.

한국어

본 연구는 초등학생이들이 느끼는 학업 스트레스가 정서지능에 영향을 미치는 정도를 분석 하고, 두 변인 간의 관계에서 자아탄력성의 매개 효과를 확인하는 것에 있다. 수행한 연구결 과를 바탕으로 다음과 같은 결론을 도출하였다. 첫째, 성별에 따라 자아탄력성과 정서지능은 부분적 차이가 존재한다. 여학생일수록 자아탄 력성과 정서지능 하위 영역 일부에서 남학생보다 높은 수치를 나타내었다. 둘째, 학업 스트레스와 자아탄력성, 정서지능은 부적 상관이 있다. 자아탄력성과 정서지능 은 유의미한 정적 상관관계가 있다. 셋째, 학업 스트레스와 정서지능 사이의 관계에서 자아탄력성은 완전한 매개 효과가 있다.