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Yu Jeong Kim 3 Articles
Effect of Type D Personality on Life Stress in University Students
Mi-Kyeong Jeon, Yu Jeong Kim
STRESS. 2017;25(3):188-194.   Published online September 30, 2017
DOI: https://doi.org/10.17547/kjsr.2017.25.3.188
  • 206 View
  • 9 Download
  • 2 Citations
Abstract PDF
Background:

The purpose of this study was to investigate the effect of Type D personality on life stress in university students.

Methods:

A total of 226 students were recruited from 2 universities. Data were collected from December 1 to 20, 2016.

Results:

About 40.3% of participants were classified as Type D personality group. Students with type D personality had lower major satisfaction and university satisfaction than students who did not. In addition, life stresses were higher as Type D personality, were negatively correlated with major satisfaction and university satisfaction.

Conclusions:

It is necessary to develop an intervention program so that Type D personality students can cope with stress actively.

Influence of Ambivalence over Emotional Expressiveness on Self-efficacy and Interpersonal Relationship of College Students
Eun Mi Lee, Yu Jeong Kim, Sunkyung Cha
STRESS. 2017;25(3):195-200.   Published online September 30, 2017
DOI: https://doi.org/10.17547/kjsr.2017.25.3.195
  • 151 View
  • 2 Download
Abstract PDF
Background:

This research focuses on ambivalence over emotional expressiveness of college students. It was expected to provide basic data that can be used in the development of related strategies to identify the influence of ambivalence over emotional expressiveness on self-efficacy and interpersonal relationship.

Methods:

We selected 282 students who completed a questionnaire about general characteristics, ambivalence over emotional expressiveness, self-efficacy, and interpersonal relationship tools. The data were analyzed by descriptive statistics, independent sample t-test, and regression analysis.

Results:

Overall ambivalence over emotional expressiveness and ambivalence over positive emotional expressiveness of those who lived alone or in dormitory were statistically significantly higher than living with their families or relatives. Ambivalence over positive emotional expressiveness had significant negative effect on self-efficacy. Overall ambivalence over emotional expressiveness and ambivalence over positive emotional expressiveness had significant negative effects on interpersonal relationship.

Conclusions:

To develop strategies enhancing self-efficacy and interpersonal relationship for college students, it is necessary to develop a strategy that can improve ambivalence over positive emotional expressiveness on self-efficacy. There is a need for strategies that improves both ambivalence over positive emotional expressiveness and ambivalence over positive emotional expressiveness on interpersonal relationship.

Effect of Body Figure Discrepancy, Body Esteem, Interpersonal Stress, and Sociocultural Attitude toward Appearance on Social Pressure Related to Appearance Perceived by High School Students
Eun Mi Lee, Yu Jeong Kim
STRESS. 2017;25(1):37-43.   Published online March 31, 2017
DOI: https://doi.org/10.17547/kjsr.2017.25.1.37
  • 188 View
  • 4 Download
  • 1 Citations
Abstract PDF

The purpose of this study was to investigate the effect of body figure discrepancy, body esteem, interpersonal stress, and sociocultural attitude toward appearance on social pressure related to appearance perceived by high school students. A total of 219 students were recruited from a high school in C city. Data were collected by means of self-reported questionnaires from July 13 to 29, 2016. Students with severe body figure discrepancy had higher interpersonal stress (t=2.37, p=.019), peer pressure (t=2.35, p=.019), and parents pressure (t=3.00, p=.003) than students who did not. The social pressure related to appearance were more sensitive as body figure discrepancy, female students, sociocultural attitude toward appearance, and interpersonal stress were higher, and these factors accounted for 30.3% in social pressure related to appearance. The social pressure by peers and parents changes according to the recognition of high school students’ body figure discrepancy and sociocultural attitude toward appearance. Therefore, it is necessary to develop an intervention program and promote a sociocultural environment so that students can establish a healthy body image.


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