Regarding the Effect of Students' Special Characteristics,Stress and Lifestyles on Their Scholastic Performance

When we directed our attention to our subjects' (students') special characteristics, stress, and scholastic performance, and when we examined the kinds of casual relations that existed, we recognized significant interrelationships between the following: SCL-s and scholastic performance (p<0.05), SCL-s and life related habits (p<0.05), STCL and supporting emotion (p<0.001),STCL and life related habits (p<0.05), supporting emotion and their scholastic performance (P<0.01), and their scholastic performance and life related habits (p<0.01). Further more, at the point of multiple regression analysis, by taking criterion variable for life related habits and taking explanatory variable for the rest of other measures, (CP) and (NP) factors of SGE had direct influences on life related habits.Likewise, at the point of multiple regression analysis by taking criterion variable for STCL, taking explanatory variable for every measure (except those of life related habits, and (CP) and(NP) factors of SGE), (A), (FC) and (AC) factors of SGE were shown to have direct influences on stress tolerance.After we repeated our multiple regression analysis we found that STCL regulated emotional support.On the other hand,SCL-s had direct influence on the scholastic performance.From these series of results, we found that if stress was relieved, the scholastic performance would increase and as a result, life related habits would also increase.There were character consisting factors such as 'thinking' and 'feeling', which affected stress tolerance.Also they are (CP) and (NP) factors such as, patients like factor, the character consisting factor pursuing an ideal which had direct influences on life related habits.With reference to causal relationships among these series of results, by indicating definite measures to cope with instructing individual students, we would like to search for a more effective educational methodology for the groups and individuals, as well as helping to form the 'personal self'.