간호대학생의 성장 마인드셋과 스트레스 대처방식이 학업 스트레스에 미치는 영향 = The Effects of Growth Mindset and Coping Strategies on Academic Stress in Nursing Students

다국어 초록 (Multilingual Abstract)

This study aimed to examine the relationships among growth mindset, stress coping strategies, and academic stress in nursing students, and to identify factors influencing academic stress. The participants were 128 undergraduate nursing students(grades 1~4) from a university located in D city, selected through convenience sampling. Data were analyzed using SPSS 26.0, including descriptive statistics, t-tests, ANOVA, Pearson’s correlation analysis, and multiple regression analysis. The results showed that academic stress differed significantly according to academic performance(F=6.97, p<.001), level of adaptation to college life(F=11.46, p<.001), and religion(t=-2.26, p=.029). The mean scores were 3.20 for growth mindset, 2.72 for stress coping strategies, and 2.71 for academic stress. Correlation analysis revealed that academic stress was negatively correlated with active coping strategies(r=-.261, p=.003) and positively correlated with passive coping strategies(r=.281, p<.001), whereas no significant correlation was found between growth mindset and academic stress(r= .055, p=.534). Multiple regression analysis indicated that growth mindset did not have a significant effect on academic stress(β=.079, p=.311). In contrast, passive coping strategies(β=.457, p<.001) and active coping strategies(β=-.444, p<.001) were identified as significant predictors of academic stress, with the model explaining 23.0% of the variance. These findings suggest that practical coping strategies play a more important role than cognitive beliefs in reducing academic stress among nursing students. Therefore, it is necessary to develop educational programs that enhance active coping and reduce reliance on passive coping strategies.