• Title/Summary/Keyword: 자기 격려

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The Influence of Educare Teachers' Self-encouragement and Social Support on Psychological Burnout (보육교사의 자기격려와 사회적 지지가 심리적 소진에 미치는 영향)

  • Jo, Sang Ho;Kang, Dae Ok;Kim, Seong Cheol
    • Korean Journal of Child Education & Care
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    • v.18 no.4
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    • pp.51-63
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    • 2018
  • Objective: The purpose of this study was to verify the influence of educare teachers' self-encouragement and social support on their psychological burnout. Methods: This study was 329 educare teachers working in Jeju Special Self-Governing Province. The questionnaire for this study (self-encouragement scales, social support scales, and psychological burnout scales) was conducted and t-test, F-test, Turkey post test, Pearson Correlation analysis, simple regression analysis and multiple regression analysis was conducted by using the SPSS windows 18.0 program. Research results of analysis were as follows. Results: First, the difference of self-encouragement of educare teachers was remarkable according to age group and that of social support noticeable according to age group and career while that of psychological burnout was noticeable according to age group and marital status. Second, educare teachers' self-encouragement and social support has negative correlation with their psychological burnout. Third, educare teachers' self-encouragement and social support affect their psychological burnout in negative manner. In particular, self-encouragement functions, more than social support, as a main factor in reducing psychological burnout. Conclusion/Implications: These results can be utilized as basic data for developing education and counselling programs designed to provide emotional stability for educare teachers and help them give more positive child-care service.

The Relationship of the Encouragement Group Counseling Program on Self-Efficacy and Subjective Well-Being of University Students (격려집단상담 프로그램과 대학생의 자기효능감과 주관적 안녕감과의 관계)

  • Seon, Kuk Jin
    • Journal of the Korea Society of Computer and Information
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    • v.18 no.11
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    • pp.191-199
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    • 2013
  • The purpose of this study was to analyze university student's standard of self-efficacy and subjective well-being by the Encouragement Group Counseling Program which would be able to help the students to secure their reaction capability on changing social environment as well as school adaption. Thus, this study investigated how an application of the Encouragement Group Counseling Program affects on university students' self-efficacy and subjective well-being. As a result, it was revealed that the application of the Encouragement Group Counseling Program has a significant influence on both self-efficacy and subjective well-being. It seemed that people can be positive and have both self-confidence and psychological stability when they are encouraged. Therefore, this study suggested a necessity of the Encouragement Group Counseling Program which supports undergraduate students to have encouragement themselves.

The Structural Relationship Among Teacher Attachment, Peer Attachment, Self-encouragement, Career Self-efficacy and Career Maturity (초등학생의 교사애착, 또래애착, 자기격려, 진로자기효능감과 진로성숙도간의 구조적 관계)

  • Chang, Yong-Hee;Han, Jeong-Hyeon;Lee, Jae-Shin
    • Journal of Digital Convergence
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    • v.12 no.10
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    • pp.515-523
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    • 2014
  • The purpose of this study was to identify the structural relationship model between teacher attachment, peer attachment, self-encouragement, career self-efficacy, and career maturity and to analyze the direct or indirect effect among latent variables. 220 elementary school students in a Cheongju were sampled. Four measurement instruments were employed; the Teacher Attachment Peer Attachment Scale, Self-encouragement Scale, the Career self-efficacy and the Career Maturity scale. The Collected data were analyzed by correlation and regression alalysis with SPSS program and Structural Equation major Modeling(SEM) and fitness of the final model were CFI=.957, TLI=.951, RMSEA=.049. The results of this study were as follows: First, there were significant positive correlations among teacher attachment, peer attachment, self-encouragement, career self-efficacy, and career maturity. Second, according to the structural equation modeling, the results showed that self-encouragement and career self-efficacy mediated the effect of teacher attachment, peer attachment on career maturity.

The effect of Fear of Negative Evaluation on Social Interaction Anxiety -Mediating Effects of Self-Encouragement and Self-Discouragement- (부정적 평가에 대한 두려움이 사회적 상호작용 불안에 미치는 영향 -자기낙담과 자기격려의 매개효과-)

  • Kim, Hyun-Sug
    • The Journal of the Korea Contents Association
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    • v.20 no.4
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    • pp.475-486
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    • 2020
  • This study aims to discover the mediating effect of Self-Encouragement and Self-Discouragement on the Relationships between Fear of Negative Evaluation and Social Interaction Anxiety. A questionnaire was conducted on 319 university students and the data was analyzed with Pearson's correlation and regression. As a result, there was a positive correlation between Fear of Negative Evaluation and Social Interaction Anxiety. Also, Fear of Negative Evaluation and Social Interaction Anxiety were positively correlated with Self-Discouragement and negatively correlated with Self-Encouragement. Next, multiple regression showed that Self-Discouragement has a perfect mediating effect and Self-Encouragement has a partial mediating effect on the Relationship between Fear of Negative Evaluation and Social Interaction Anxiety. These results imply that counselee with Social Interaction Anxiety can be treated effectively by promoting self-encouragement.

Self-Encouragement as a Mediator in the Relationship between Teaching Entry Motivation and Teaching Competence of Early Childhood Pre-Service Teachers (예비유아교사의 교직선택동기와 교직수행능력의 관계에서 자기격려의 매개효과)

  • Lee, Hyun Ju
    • Korean Journal of Child Education & Care
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    • v.17 no.3
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    • pp.65-82
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    • 2017
  • The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.

The Relations Among Job Satisfaction, Self-Encouragement, and Subjective Well-Being of Public Kindergarten Teachers (공립유치원교사의 직무만족도와 자기격려 및 주관적 안녕감의 관계)

  • Seo, Peniel;Lee, Jongyeun
    • Korean Educational Research Journal
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    • v.41 no.3
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    • pp.1-22
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    • 2020
  • The purpose of this study was to investigate the relationship of job satisfaction, self-encouragement, and subjective well-being of public kindergarten teachers. To achieve this, a questionnaire was given to 121 teachers in public kindergartens, and the data were analyzed through descriptive statistics and independent-sample t-tests. The main results of this study are as follows: First, job satisfaction, self-encouragement, and subjective well-being of the teachers were above medium level, while negative affect was lower. Second, public kindergarten teachers with higher job satisfaction showed significantly higher subjective well-being than those with lower job satisfaction. Third, teachers with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower job satisfaction. Fourth, in the case of teachers with higher job satisfaction, those with higher levels of self-encouragement showed significantly higher subjective well-being than those with lower levels. The results suggest that the subjective well-being of the teachers depends on the level of their job satisfaction and self-encouragement, and that even if they do have low job satisfaction, high self-encouragement could have a positive effect for them. The results of this study are discussed, and suggestions provided for further research.

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The Effects of Teacher's encouragement on School Adjustment of Elementary Children (교사의 격려반응이 아동의 학교생활적응에 미치는 영향)

  • Kang, Hae-Ryun;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.7 no.2
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    • pp.131-140
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    • 2008
  • The purpose of this study is to develop a teacher's encouragement response and to prove its effect. In order to do so, this study includes three sub-studies. First study is to identify the categories of teacher's encouraging verbal response. second study is to examine whether a teacher's encouraging verbal response can be developed, and third study is to identify how a teacher's encouragement has an effect on school adjustment of elementary children. The results of the study are followings: First, listening, asking, supporting, accepting, and describing are established as teacher's encouraging verbal responses. Second, a teacher can develope his encouraging response through self-discipline. Third, teacher's encouragement is effective on the enhancing of children's school adjustment.

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The Influence of Self-Encouragement Activities on Elementary Students' Adaptation to School Life (자기격려 활동이 초등학생의 학교생활적응에 미치는 영향)

  • Cho, Hoi-Jin;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.11 no.1
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    • pp.35-49
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    • 2012
  • The purpose of this study was to examine the influence of self-encouragement activities on elementary students' adaptation to school life. Two classes were sampled among 5th grade at Y elementary school in Gwangju Metropolitan city. One class was assigned to experimental group and the other class was assigned to control group. Experimental group had 8 sessions of self-encouragement activities. To prove the effect of self-encouragement activities, data were collected through pre and post test on adaptation to school life of the students, and were analysed via ANCOVA. The results of this study are following; First, the experimental group had improved significantly in school adaptability than the control group. Second, there was showed significant improvement in teacher-student relationship adaptation, peer relationship adaptation, classwork adaptation, school rule adaptation in the experimental group.

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The Influence of Encouragement-centered class Management on Elementary Students' Adaptation to School Life and Self-Encouragement (격려 중심의 학급 운영이 초등학생의 학교생활 적응력 및 자기격려에 미치는 효과)

  • Kim, Ae-Jin;Oh, Ik-Soo
    • The Korean Journal of Elementary Counseling
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    • v.9 no.1
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    • pp.133-142
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    • 2010
  • The purpose of this study is to examine the influence of encouragement-centered class management on elementary students' adaptation to school life and self-encouragement. The various encouragement-centered class management tactics were developed which were based on Adler's Individual psychology theory. Subjects were two classes which were 5th grade at A elementary school in Gwangju. One class was experiment group(n=28) and the other class was control group(n=31). Data were collected through the school adaptation scale(kang, 2008) and self-encouragement scale(Gi and Hong, 2008). The collected data were analysed using ANCOVA. The results of this study were following; First, school adaptation score had improved significantly in experimental group than the control group. Second, self-encouragement score had improved significantly in experimental group than the control group.

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The Effects of Adlerian Encouragement Program on the Interpersonal Satisfaction, Self-efficacy and Self-esteem among Elementary School Students (아들러 심리학에 기반한 격려 프로그램이 초등학생의 대인관계 만족도, 자기효능감, 자아존중감에 미치는 효과)

  • Yu, Li-Hyang
    • The Journal of the Korea Contents Association
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    • v.21 no.9
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    • pp.419-430
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    • 2021
  • The purpose of this study was to examine the effects of Adlerian Encouragement Program on the interpersonal satisfaction, self-efficacy and self-esteem among elementary school students. The program was consisted of 8 sessions: 1st session was for introducing programs and making positive nicknames, 2nd~5th sessions were for abandoning inferiority and discouraged thoughts, displaying posters of success experiences, creating merit trees, 6th~7th sessions were for self-encouragement and other people encouragement, 8th session was for closing the program. Subjects were 40 students who were the fifth grader students at I elementary school in G city. The subjects were divided into an experimental group(N=21) and a control group(N=19). All participants were asked to complete the Interpersonal Satisfaction scale(Kim, 2010), Self-efficacy scale(Han, 2003) and Self-esteem scale(Choi & Jeon, 1993). The pretest and post-test were taken in order to verify the effectiveness of the program. The data were analyzed with ANCOVA. The results are as follows: the Adlerian Encouragement Program had a significant impact on interpersonal satisfaction and self-esteem but didn't show a significant impact on self-efficacy. The study confirmed that the Adlerian Encouragement Program had a significant effect on interpersonal satisfaction and self-esteem of elementary school students, suggesting the encouragement, a key technique in Adlerian psychology, is an important educational philosophy and method for healthy development and democratic class management.