The purpose of this research was to clarify the role of guidance goals for school life in the relationship between stress responses and the personal characteristics of elementary school children. A total of 1,253 children in grades 2-6 in an elementary school completed non-anonymous inventories for a week in March. The scales used for the inventories are self-affirmation and stress responses, guidance goals for school life, and personal characteristics. The results were as follows. : 1)

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... g three guidance goals for school life significantly reduced stress: "sleeping well", "good attitude in a lesson", and " cleaning", 2) Three personal characteristics mediated the relationship between guidance goals and stress responses: "gratitude", "self-affirmation", and "communication skills", 3) As a reflection of self-confidence, self-affirmation had the most pronounced mediating effect on the relationship between the guidance goals and stress responses. The results of this research support the use of guidance goals for school life to reduce stress reactions and suggest that the number of the school bullying and violence may be effectively decreased by this approach.