The Journal of Korean Society for School & Community Health Education (한국학교ㆍ지역보건교육학회지)

The Korean Society for School & Community Health Education (한국학교ㆍ지역보건교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Social Capital perceived by adolescents on Eudaimonia: The Mediating Effects of human rights consciousness

청소년이 지각한 사회적 자본이 유데모니아에 미치는 영향: 인권의식을 매개로

  • Kim, Eun Hye (Ewha Social Science Research Institute) ;
  • Sohn, Han Gyeol (Ewha Womans University Graduate School of Child Development & Intervention)
  • Received : 2021.04.28
  • Accepted : 2021.07.23
  • Published : 2021.08.31
Download PDF
⟨ Previous Next ⟩

Abstract

Objectives: The purpose of this study was to examine the mediating effect of human rights consciousness on the relationship between social capital and eudaimonia perceived by adolescents. Methods: The participants of this study were 9,021 adolescents, with data taken from the 6th year(2018) panel survey. All variables were evaluated by self-report of adolescents. The data were analyzed by SPSS 21.0 and AMOS 21.0. Results: First, social capital perceived by adolescents had a direct effect on eudaimonia. Second, social capital perceived by adolescents had an indirect effect on the eudaimonia through human rights consciousness. Conclusions: This study highlighted that human rights consciousness was identified as important mediator in the relationship between capital perceived by adolescents and eudaimonia. These results can be used as an important contribution to further research and educational practices for promoting the eudaimonia in adolescents.

Keywords

References

  1. 구정화. (2016). 한국 아동청소년 인권실태 연구(연구보고 16-R11-1). 세종: 한국청소년정책연구원.
  2. 김영신. (2010). 친인권적 교실 문화가 청소년의 인권태도에 미치는 영향[박사학위논문]. 서울: 서울대학교 대학원.
  3. 김영신, 박가나. (2014). 친인권적 교실문화 경험이 중학생의 인권태도에 미치는 영향. 사회과교육연구, 21(3), 85-100.
  4. 김자영. (2011). 청소년 인권의식의 형성 및 유형화에 관한 연구. 법교육연구, 6(2), 57-83.
  5. 김진석. (2015). 한국 아동, 청소년 인권실태 연구 V(연구보고 15-R11-10). 세종: 한국청소년정책연구원.
  6. 문선화, 류기형, 김경호, 이경남, 홍봉선. (2000). 아동의 삶의 질: 과거, 현재, 미래. 한국아동복지학, 9, 9-48.
  7. 박병금, 유은선. (2011). 청소년의 인권의식과 자아존중감. 청소년학연구, 18(8), 89-116.
  8. 박봉규. (2007). 부모의 양육태도와 고등학생 인권의식의 관계[석사학위논문]. 충북: 한국교원대학교대학원.
  9. 박봉규. (2011). 인권교육의 방향 탐색: 부모의 양육태도와 고등학생 인권의식 관계분석. 미국헌법연구, 22(3), 91-126.
  10. 박희봉, 이희창. (2005). 삶의 만족에 미치는 영향요인 비교 분석. 한국정부학회, 17(3), 709-729.
  11. 성은모, 김균희. (2013). 청소년의 행복에 영향을 미치는 개인특성과 환경특성 간의 관계 분석. 한국청소년연구, 24(4), 177-202.
  12. 신미정, 이양수. (2018). 사회적 자본이 주관적 웰빙에 미치는 영향에 관한 연구. 지역정책연구, 29(2), 185-207.
  13. 심수진. (2016). 한국사회에서 주관적 웰빙에 영향을 미치는 요인 분석. 통계연구, 21(3), 25-47.
  14. 이민주, 정익중, 양옥경, 배은경. (2018). 아동청소년의 인권관련 경험이 학교생활적응과 친사회적 행동에 미치는 영향. 학교사회복지, 42, 263-286.
  15. 이진향, 오미옥. (2014). 사회적 자본이 주관적 행복감에 미치는 영향 분석. 한국자치행정학회, 28(3), 313-330.
  16. 전준현. (2011). 사회적지지와 학교환경이 청소년의 인권태도에 미치는 영향: 경기지역을 중심으로[박사학위논문]. 서울: 서울기독대학교 대학원.
  17. 정순둘, 성민현. (2012). 영령집단별 사회적 자본과 삶의 만족도 관계비교. 보건사회연구, 32(4), 249-272. https://doi.org/10.15709/HSWR.2012.32.4.249
  18. 정윤미, 강현아, 강현주. (2021). 지역아동센터의 아동권리존중이 아동의 인권의식에 미치는 영향. 아동과 권리, 25(1), 31-47.
  19. 주경희. (2015). 사회 자본이 윤리적 행동에 미치는 영향에 관한 연구. 문화산업연구, 15(4), 119-125.
  20. 천정웅, 박선희. (2016). 청소년의 사회자본이 인권의식에 미치는 영향과 자아존중감의 매개효과에 관한 연구. 청소년시설환경, 14(4), 151-161.
  21. 최순삼. (2003). 청소년의 인권존중을 위한 교사의 역할[석사학위논문]. 전북: 전북대학교 대학원.
  22. 통계청. (2020). 2020 청소년 통계. 대전: 통계청.
  23. 한국교육개발원. (2006). 국가발전을 위한 사회적 자본 형성 전략연구. 충북: 한국교육개발원.
  24. 한국보건사회연구원. (2014). 사회통학 실태진단 및 대응방안 연구: 사회통합과 국민행복을 중심으로. 세종: 한국보건사회연구원.
  25. 한국청소년정책연구원. (2013). 청소년의 참여권 인식수준 결정요인. 세종: 한국청소년정책연구원.
  26. Bentler PM. (1990). Comparative fit indexes in structural models. Psychological bulletin, 107(2), 238. https://doi.org/10.1037/0033-2909.107.2.238
  27. Blanchflower DG, Oswald AJ. (2004). Well-being over time in Britain and the USA. Journal of public economics, 88(7-8), 1359-1386. https://doi.org/10.1016/S0047-2727(02)00168-8
  28. Bourdieu P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York, NY: Greenwood.
  29. Browne MW, Cudeck R. (1992). Alternative ways of assessing model fit. Sociological methods & research, 21(2), 230-258. https://doi.org/10.1177/0049124192021002005
  30. Coleman JS. (1990). Foundations of social theory. Cambridge, UK: Harvard University Press.
  31. Cramm JM, Van Dijk HM, Nieboer AP. (2013). The importance of neighborhood social cohension and social capital for the well being of older adults in the community. The Gerontologist, 53(1), 142-152. https://doi.org/10.1093/geront/gns052
  32. Deci EL. Ryan RM. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9, 1-11. https://doi.org/10.1007/s10902-006-9018-1
  33. Diener E, Seligman ME. (2002). Very happy people. Psychological science, 13(1), 81-84. https://doi.org/10.1111/1467-9280.00415
  34. Durkheim E. (1960). De la division du travail social. 7th ed. Paris: Presses Universitaires de France.
  35. Heinzelman SJ. (2018). Eudaimonia in the contemporary science of subjective well-being: Psychological well-being, self-determination, and meaning in life. In E. Diener, S. Orishi & L. Tay (Eds.), Handbook of well-being. Salt Lake City, UT: DEF Publishers.
  36. Helmstadter GC. (1964). Principles of psychological measurement. New York, NY: Appleton-Century-Crofts.
  37. Horney K. (1950). Neurosis and human growth: The struggle toward self-realization. New York, NY: Norton.
  38. Kazdin AE. (1993). Adolescent mental health: Prevention and treatment program. American Psychologist, 48(2), 127-141. https://doi.org/10.1037/0003-066X.48.2.127
  39. Kline RB. (2015). Principles and practice of structural equation modeling. Guilford publications.
  40. Kosher H, Ben-Arieh A. (2017). What children think about their rights and their well-being: A cross-national comparison. American Journal of Orthopsychiatry, 87(3), 256-273. https://doi.org/10.1037/ort0000222
  41. Kosher H, Jiang S, Ben-Arieh A, Huebner ES. (2014). Advances in children's rights and children's well-being measurement: Implications for school psychologist. School Psychology Quarterly, 29(1), 7-20. https://doi.org/10.1037/spq0000051
  42. Maslow A. (1968). Toward a psychology of being. New York, NY: Van Norstrand.
  43. Myers RH, Myers RH. (1990). Classical and modern regression with applications (Vol. 2, p. 488). Belmont, CA: Duxbury press.
  44. OECD. (2013). OECD guidelines on measuring subjective well-being. Paris: OECD Publishing.
  45. Putnam RD. (2000). Bowling alone: The collapse and revival of American community. New York, NY: Simon and schuster.
  46. Ryan RM, Deci EL. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166. https://doi.org/10.1146/annurev.psych.52.1.141
  47. Ryff CD. (1989). Happiness is everything, or is it? Explorations in the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1067-1081.
  48. Streiner DL. (2003). Being inconsistent about consistency: When coefficient alpha does and doesn't matter. Journal of personality assessment, 80(3), 217-222. https://doi.org/10.1207/S15327752JPA8003_01
  49. Tavakol M, Dennick R. (2011). Making sense of Cronbach's alpha. International journal of medical education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
  50. Torsheim T, Wold B. (2001). School-related stress, school support, and somatic complaints: A general population study. Journal of Adolescent Research, 16, 293-303. https://doi.org/10.1177/0743558401163003
  51. Wang S. (2014). Measuring and explaining subjective well-being in Korea (No. 2014-02). KDI Research Monograph.
  52. Waterman AS. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64, 678-691. https://doi.org/10.1037/0022-3514.64.4.678
  53. Zimmer-Gembeck MJ, Skinner EA. (2008). Adolescents coping with stress: Development and diversity. The Prevention Researcher, 15(4), 3-7.