This research intended to examine an effect on school adaptation of entrance examination stress and stress coping method of high school seniors. Also it intended to confirm differences of an effect of entrance examination stress and stress coping meth...
This research intended to examine an effect on school adaptation of entrance examination stress and stress coping method of high school seniors. Also it intended to confirm differences of an effect of entrance examination stress and stress coping method on school adaptation by genders, 4 preference indexes of MBTI and 8 MBTI character types.
For this research, a survey was conducted for seniors (127 male students, 113 female students) in 4 high schools located in Gyeonggi-do and Incheon district. As a measurement tool of a survey, MBTI character type test is MBTI test (94 questionnaires) of Korean version which is used currently. Also GS type which is self-grading type was used in MBTI entrance examination stress scale developed by Lee Miri and Jung Hyunsook(1997) revised and complemented by Lee Heeja (2007) for the purpose of this research and it was utilized in entrance examination stress. The scale developed by Folkman and Lazarus(1984) was revised by Kim Eunjung (1999) and it was used in stress coping method. Finally, the scale of school adaptation was made by Kim Yongrae (1993) and it was used in school adaptation.
Results of this research can be abstracted as follows.
First, entrance examination stress, stress coping method and school adaptation were analyzed by gender. As a result, male students cognized entrance examination stress higher than female students in parents pressure and examination tension/ poor grades. In problem-focused coping method, male students coped with stress better than female students. But there was no difference by gender in school adaptation. It means that male students cognized entrance examination stress higher than female students and coped with stress better than female students.
Second, an effect of entrance examination stress and stress coping method on school adaptation was analyzed. As a result, examination tension/ poor grades made a negative effect on school adaptation and problem-focused coping method and social support coping method made a positive effect on school adaptation.
Third, entrance examination stress, stress coping method and school adaptation were analyzed by 4 MBTI preference indexes. As a result, Extraversion recognized problem-focused coping method more highly than Introversion in Extraversion-Introversion type index and recognized higher in school teacher adaptation. In Sensing-Intuitive type index, Intuitive type recognized more highly than Sensing type in social support coping method and emotional relief coping method. In Thinking-Feeling type index, Thinking type recognized more highly than Feeling type in pressure of parents. Feeling type recognized more highly than Thinking type in hopeful coping method. Judging-Perceiving type index, Perceiving type recognized more highly than Judging type in insufficiency of leisure life and Judging type recognized more highly than Perceiving type in problem-focused coping method and Perceiving type recognized more highly than Judging type in social support coping method and emotional relief coping method. Also Judging type recognized more highly than Perceiving type in problem-focused coping method, school teacher adaptation, school class adaptation, school friend adaptation and school life adaptation.
Fourth, an effect of entrance examination stress and stress coping method on school adaptation was analyzed by 8 MBTI character types. Extraversion type and Feeling type made a negative effect of examination tension/ poor grades on school adaptation. Also Extraversion type showed a positive effect of problem-focused coping method and social support coping method on school adaptation, but emotion relief coping method made a negative effect on school adaptation. Feeling type showed a positive effect of problem-focused coping method and social support coping method on school adaptation. In addition, Introversion type, iNtuitive type and Judging type showed a positive effect of problem-focused coping problem on school adaptation. Sensing type and Perceiving type showed a positive effect of problem-focused coping method and social support coping method on school adaptation. Finally, Thinking type showed a positive effect of problem-focused coping method on school adaptation. But emotion relief coping method showed a negative effect on school adaptation.
In conclusion, results of this research showed Extraversion type and Feeling type students have lots of examination stress in examination tension and poor grades. And students were well adapted themselves to school by utilizing problem-focused coping method and social support coping method which is active coping methods. This research results imply that students must recognize stress and stress coping method accurately so as to help effectively on school adaptation. Also this thesis studied an effect of entrance examination stress and stress coping method on school adaptation through the MBTI character type of high school seniors.
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