• Journal of the Health Care and Life Science
• /
• v.9 no.1
• /
• pp.153-160
• /
• 2021

This study is to investigate the effect of early childhood teachers' resilience and social support on job stress. The degree of resilience, social support, and job stress was measured for 250 teachers of early childhood education institutions located in City I, and the relationship and relative influence were analyzed. For data processing, correlation analysis and multiple regression analysis were performed using the SPSS 18.0 program. As a result, first, early childhood teachers' resilience and social support were measured at a slightly higher level than average, and job stress at a slightly lower level. Second, the resilience and social support of early childhood teachers had a positive relationship, and the resilience and social support had a negative correlation with job stress. Third, as a result of analyzing the relative influence of early childhood teachers' resilience and social support on job stress, 83% explained that organizational environmental factors, material support, and behavioral factors affect job stress. These results suggest that it is most important to provide resilience and social support that can affect the reduction of job stress of in-service teachers.

• Journal of Industrial Convergence
• /
• v.20 no.10
• /
• pp.147-156
• /
• 2022

The purpose of this paper was to verify the mediated effect of grit in the relationship with the effect of youth social support on aggression. To this end, data from the 2018 Children and Youth Panel (KCYPS) survey were used, and 2,590 first-year middle school students were selected and analyzed. As for the analysis method, Baron & Kenny's regression analysis and Sobel Test were performed. As a result of the main analysis, first, it was found that grit had a partial mediating effect in the effect of parental support, a sub-factor of social support of adolescents, on aggression. Second, it was found that grit had a partial mediating effect in the effect of friend support, a sub-factor of social support of adolescents, on aggression. Third, it was found that grit had a partial mediating effect in the effect of teacher support, a sub-factor of social support of adolescents, on aggression. Based on the above research results, various program development and policy alternatives that can reduce youth aggression and improve grit were suggested.

• Journal of Convergence for Information Technology
• /
• v.9 no.9
• /
• pp.175-184
• /
• 2019

The purpose of this study was to analyze the moderating effects of teacher support on the effects of acculturation stress on school adjustment of multicultural adolescents. To this end, we used the 6th Year (2016) adolescents survey data of 1,329 multicultural adolescents from the Multicultural Adolescents Panel Survey(MAPS), which was constructed by the National Youth Policy Institute(NYPI). Using SPSS 22.0, frequency analysis, descriptive statistical analysis, and moderated multiple regression analysis were used as dependent variables for school adjustment of multicultural adolescents, as independent variables for school adjustment, and as moderating variables for teacher support. As a result, first, multicultural adolescents experienced acculturation stress, and school adjustment decreased as the acculturation stress increased. Second, teacher support was found to have a statistically significant moderating effect on the effects of acculturation stress on school adjustment of multicultural adolescents. Based on the results of this research, I discussed and suggested the supportive measures, the role of teachers, and follow-up research to reduce the acculturation stress of multicultural adolescents and increase the level of school adjustment.

• The Journal of the Korea Contents Association
• /
• v.11 no.9
• /
• pp.225-237
• /
• 2011

The purpose of this study was to analyze the Relationshipss of Ego-Identity, Social support and Mental health of Adolescents. The subjects for this study were 347 adolescents composed of 169 middle school students, 347 high school students in Kyung-gi Do. The data was conducted by using a correlations coefficient and the multiple regression analysis. The results of the study were as follows: First correlations among measured subordinate variables of Ego-Identity, Social support on subordinate variables of Mental health of Adolescents were significant. except compulsiveness and support of friend, hostility, phobia and support of teacher, somatization and confidence of one's future, intimacy, support of teacher, support of friend, depression, psychosis and confidence of one's future. Second, the result of the multiple regression analysis, the significant variables affected mental health are ranked in the order of self-acceptance, aim for goal, support of parents, intimacy, independence. while confidence of one's future, leading, support of teacher, support of friend are not significant. The result of this study shows that adolescents of high level of self-acceptance, aim for goal, intimacy, independence and perceived highly support of teacher are high level of mental health.

• Korean Journal of Childcare and Education
• /
• v.8 no.2
• /
• pp.157-174
• /
• 2012

The purpose of this study was to explore factors associated with life satisfaction among nursery school teachers. To accomplish the study purpose, this study first classified several variables into three broad categories including work environment (social support & work environment), job-related environment (work-related stress & job satisfaction), and burnout. And then, 302 nursery school teachers across the country were surveyed in order to explore whether those factors were associated with life satisfaction. The overall results were as follows. First, social support and work environment had a direct impact on the satisfaction with life. Second, social support and job satisfaction had a direct influence on job satisfaction. Third, social support, work-related stress and job satisfaction directly influenced burnout. Fourth, job-related environment, job satisfaction, and burnout had a direct impact on life satisfaction. Overall, it was found that job-related environment, job satisfaction, and burnout had a direct influence on life satisfaction among nursery school teachers and social support and work-related stress had an indirect effect on life satisfaction via burnout.

• Industry Promotion Research
• /
• v.8 no.4
• /
• pp.81-89
• /
• 2023

This study aims to provide basic data to increase the happiness of college students by verifying whether a growth mindset moderates the mediating effect of teachers' autonomy support for students in the relationship between academic achievement and happiness. The survey subjects were intentionally sampled from 396 engineering students attending a university in Guangzhou who performed a business practice project. The questionnaire method was used to collect data, and the collected data was analyzed using SPSS PC+ Win. 27.0 and PROCESS macro 4.2. The applied statistical techniques were frequency, reliability, correlation, and moderated mediation effect analysis. The research results are as follows. First, there was a significant positive correlation between academic achievement, teachers' autonomy support, growth mindset, and happiness. Second, a growth mindset played a role in increasing the impact of academic achievement on happiness through teachers' autonomy support. Therefore, it was confirmed that a growth mindset increases the mediating effect of teachers' autonomy support in the relationship between academic achievement and happiness. Based on the research results, measures to improve the happiness of college students were suggested.

• The Journal of the Korea Contents Association
• /
• v.15 no.6
• /
• pp.358-369
• /
• 2015

This study examined the status of and factors associated with drinking experience, smoking experience, and internet addiction among elementary school students. Cross-sectional data were collected by questionnaire from 1,061 children among the fifth and sixth grades in public elementary schools in Gyeonggi province. The prevalence of drinking and smoking experience, internet addiction of participants was 22.7%, 2.9%, and 4.2% respectively. Multiple logistic regressions showed that the likelihood of drinking and smoking experience, and internet addiction was commonly higher with those who was a male and had higher aggression level. The likelihood of drinking experience was lower with those who had higher family support, while was higher with those who had higher friend support. That of internet addiction was lower with having higher friend and teacher support. Prevention strategies to prevent drinking, smoking, and internet addiction among elementary school students should consider student's gender, control aggression, and enhance social support in family and school environments.

• Journal of Convergence for Information Technology
• /
• v.10 no.1
• /
• pp.169-177
• /
• 2020

The purpose of this study is to find ways to enhance the effectiveness of childhood teachers by recognizing both internal and external variables that affect their efficacy. Based on prior research, personality characteristics were selected as internal variables that affect the sense of teacher efficacy and social support was selected as external variables to set the effect of personality characteristics and social support on the efficacy of childhood teachers as research issues. 285 teachers from kindergartens and daycare centers located in Daegu and Gyeongsang-bukdo Province were selected for the study. The analysis of data was conducted using the SPSS 22.0 program to examine the general characteristics of the study target, and the analysis was conducted stepwise to look at the influence of each of the variables on the teacher's. Personal teacher efficacy is shown to affect Conscientiousness, nervousness, openness to experience, and evaluation support among personality characteristics, and Conscientiousness, Agreeableness and nervousness affect general teacher efficacy. The results of this study suggest that the character characteristics and social support of childhood teachers are among the variables that affect teacher efficacy.

• Korean Journal of School Psychology
• /
• v.16 no.1
• /
• pp.65-87
• /
• 2019

The present study investigated the relationship between adult attachment and depression and the moderating effects of social support in secondary school teachers. Survey data was collected from 231 secondary school teachers working at three middle and high schools in the Seoul and Gyung-gi areas. Correlation and hierarchical multiple regression analyses were used to test the relationships among the main variables, namely adult attachment, social support, and depression, and the three moderating effects of social support in the relationship between adult attachment and depression, respectively. The main results were as follows. First, each sub-dimension of adult attachment, namely dependent attachment, anxiety attachment, and close attachment, were significantly correlated with depression levels. All of the variables except senior support and dependent attachment were significantly correlated with depression. Second, social support had a moderating effect in the relationship between anxiety attachment and depression. Colleague and family support had moderating effects in the relationship between dependent attachment and depression though senior support did not.

• Korean Journal of Childcare and Education
• /
• v.11 no.6
• /
• pp.199-219
• /
• 2015

The purpose of this study was to identify the relationship among beginning early childhood teachers' role performance and self leadership, and childcare teachers's supports. The subjects in this study were 491 beginning early childhood teachers working in kindergartens and child care centers across the country. Childcare teachers' support questionnaire(Jae-Young Lee, 2012) role performance questionnaire(Bog-Mae Park, 2011), and self-leadership questionnaire(Dong-Hyen Park,2014) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, ANOVA test, $Scheff{\acute{e}}$ post-hoc analysis and Pearson's correlation were calculated and regression analysis were conducted. The results are as follows. Firstly, it was revealed that there are statistically meaningful differences in beginning early childhood teachers 'role performance and self leadership, and childcare teachers's support which were related to early childhood teachers' salary, education background, and age. Also, there are statistically meaningful differences in beginning early childhood teachers' role performance and childcare teachers's support, which were related to type of child-care center role performance, but there were no differences in beginning early childhood teachers' self leadership. Secondly, childcare teachers's support have statistically meaningful positive influences on beginning early childhood teachers' role performance through the mediation of self leadership. Through this study, it is possible to provide basic information to seek ways to enhance beginning early childhood teachers' role performance and self leadership under the considerations of their individual background characteristics, and to promote the practical support for the director or colleagues.