| Project/Area Number |
14580190
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Science education
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| Research Institution | Aichi University of Education |
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Principal Investigator |
MURAMATSU Tsuneji Aichi University of Education, Professor, 教育学部, 教授 (70024065)
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| Co-Investigator(Kenkyū-buntansha) |
SAKATA Toshihiro Aichi University of Education, Professor, 教育学部, 教授 (40144183)
MURAMATSU Sonoe Tokyo University of Marine Science and Technology, Professor, 海洋科学部, 教授 (20082373)
SATO Kazuko Aichi University of Education, Professor, 教育学部, 教授 (50024021)
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| Project Period (FY) |
2002 – 2003
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| Project Status |
Completed (Fiscal Year 2003)
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| Budget Amount *help |
¥2,800,000 (Direct Cost: ¥2,800,000)
Fiscal Year 2003: ¥1,300,000 (Direct Cost: ¥1,300,000)
Fiscal Year 2002: ¥1,500,000 (Direct Cost: ¥1,500,000)
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| Keywords | STRESS / COPING BEHAVIOR / ELEMENTARY SCHOOL CHILDREN / JUNIOR HIGH SCHOOL STUDENTS / SELF-ESTEEM / REDUCTION OF THE STRESS / PRACTICAL PROGRAM / HIGH SCHOOL STUDENTS |
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| Research Abstract |
At first study, the practical education turned to the proper stress coping behavior acquisition for 237 schoolchildren was done by using the practical video of stress coping in this year first. The stress coping education to school children were practiced four times with actually watching video once a week at the time of the morning physical exercise. The fear score lowered after the practice and the degree of arrival, refreshment and understanding rose. The practical education to elementary school children.
The aim of second study was to investigate the relationship between stress coping behavior in daily life and self-esteem among 1028 high school students. "Unclear future prospect" was the most prevalent stressor, followed by "urgent work" and "facial/physical appearance". Among the coping behavior of high school students "consulting with a reliable person" was the most common, followed by "changing the way of thinking" and "making efforts to overcome difficulties". Their coping behavior was mostly positive, however, when their stress was getting too much and too severe, the coping behavior tended to be negative and many physical and mental subjective symptoms were simultaneously found in their answers. The higher a self-esteem score the students had, the less stress they indicated. In this case they showed positive coping behavior, and fewer physical and mental symptoms were found. Most of the participants coped with their daily stress successfully, but a number of them needed support for suitable coping behavior. These results suggest that we should develop supporting plans for concrete and suitable coping behavior at high schools.
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