Korean Journal of Human Ecology (한국생활과학회지)

Korean Association of Human Ecology (한국생활과학회)
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The relationship between social support and ego-resilience perceived by pre-service early childhood teachers: two-year, three-year and four-year

2년제, 3년제, 4년제 예비유아교사가 지각한 사회적 지지와 자아탄력성과의 관계

  • Hong, Yeon Ae (Dept. of Early Childhood Education, Daeduk College) ;
  • Kim, Lee Jin (Institute of Social & Emotional Development, Korea University)
  • 홍연애 (대덕대학교 유아교육과) ;
  • 김리진 (고려대학교 사회정서발달연구소)
  • Received : 2012.12.11
  • Accepted : 2013.04.04
  • Published : 2013.04.30
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Abstract

This study examined the effects of social support on pre-service early childhood teacher's ego-resilience. The participants were 238 pre-service early childhood teachers in Daejeon Metropolitan City and Chungnam Province. The research instruments were Social Support by Yoon(1993), and Ego-Resilience by Park(1997). Collected data were analysed by F test and Duncon's test for post hoc test, and multiple regression, and Cronbach's ${\alpha}$ for reliability by SPSS PC program(17.0 version). The results were as follows: First, There were no significant differences in social support by education term. However, there were differences between sub-factors of social support by education term. Two-year had higher scores on social support from friends than three-year. Second, there were significant differences in ego-resilience by education term. In the order of four-year, two-year, and three-year had higher scores on ego-resilience. And, there were differences between sub-factors of ego-resilience by education term. Four-year had higher scores on self-confidence than three-year and two-year. In the order of four-year, two-year, and three-year had higher scores on ego-resilience, and anger regulation. Last, social support from friend and social support from professor explained 15% of variance in pre-service early childhood teacher' ego-resilience.

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References

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