• Journal of the Korea Convergence Society
• /
• v.9 no.2
• /
• pp.331-340
• /
• 2018

The purpose of this study is to verify resilience's mediation effects in the effects of adolescents' experience of abuse damage on aggressiveness in the convergence era. Towards this end, this study used the 7th year data (2016) (4th grade to the first year of high school) of Korea Children & Youth Panel Survey (KCYPS). The findings of this study are as follows: First, the correlations between experience of abuse damage, aggressiveness, and resilience variables were confirmed using multicollinearity VIF values. Second, adolescent's abuse experiences significantly affected their aggressiveness. Third, the partial mediation effects of resilience were shown in the effects of adolescents' experience of abuse damage on their aggressiveness. For the verification of mediation effects' significance, the Sobel test was carried out. The findings of this study are meaningful, as this study provides empirical data. Based on the findings, this study proposed the need of resilience consolidation programs for adolescents in the practice of social welfare.

• Journal of the Korea Convergence Society
• /
• v.10 no.3
• /
• pp.297-306
• /
• 2019

The purpose of this study was to investigate the convergence between ego-resilience, major satisfaction and clinical competency of nursing students. This study used data from 183 nursing college students who experienced clinical practice at a college located in G city of Korea. Clinical competency was positively correlated with ego-resilience (r = .446, p <.000), major satisfaction (r = .439, p <.000). The factors influencing clinical competency were ego - resilience and major satisfaction, and explanatory power was 29.1%. Based on the above results, it is necessary to improve the convergence education program and diversify the teaching and learning methods to improve the major satisfaction, ego - resilience and clinical competency of nursing students.

• The Journal of the Korea Contents Association
• /
• v.14 no.10
• /
• pp.539-550
• /
• 2014

The purpose of this study was to find whether ego-resilience shows mediating effects between risk factors and Juvenile Delinquency. The data was conducted by using the multiple regression analysis. The results of the study were as follows: First, correlations among variables of risk factors and ego-resilience on subordinate variable of Juvenile Delinquency were significant. Second, the personal risk factors and ego-resilience have a significant influence on Juvenile Delinquency, and ego-resilience showed mediating effects between the personal risk factors and Juvenile Delinquency. Third, school related risk factors and ego-resilience have a significant influence on Juvenile Delinquency, and ego-resilience showed mediating effects between school related factors and Juvenile Delinquency.

• Journal of Convergence for Information Technology
• /
• v.11 no.8
• /
• pp.109-118
• /
• 2021

This study is a descriptive research study to understand the relationship between childcare teachers' ego-resilience, optimism, and job stress and the relationship between these variables and to identify factors affecting job stress. The study method was targeted to 191 childcare teachers working in D Metropolitan City from March to April 2021. The self-reliance, optimism, and job stress of childcare teachers were surveyed using a survey instrument. For data analysis, frequency, percentage, reliability analysis, t-test, ANOVA, correlation, and multiple regression were performed using SPSS WIN 20.0 program. As a result of this study, first, ego resilience and optimism showed a positive correlation, ego resilience and job stress had a negative correlation, and optimism and job stress had a negative correlation. Second, as a result of analyzing the factors affecting the job stress of childcare teachers, it was found that ego resilience had an effect. According to these results, in order to lower the job stress of childcare teachers, a program that can improve self-resilience and lower job stress should be developed and provided.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.3
• /
• pp.73-79
• /
• 2020

This study examined the factors influencing the relationship between anger and happiness of university nursing students so that they can improve their happiness and perform their studies with better internalized values. The general characteristics, academic efficacy, self-directedness, self-resilience, anger scale, and subjective happiness of 401 nursing students were measured. The differences between these groups were analyzed using t-tests and ANOVA tests. Correlations among academic efficacy, self-directedness, self-resilience and psychological states were calculated using Pearson's correlation coefficient. Multiple group analysis was conducted for assessing the interaction effects of academic efficacy, self-resilience and self-directedness. Subjective happiness and predictors of the study (self-directedness and ego-resilience) were positively correlated with statistical significance. The lower the self-directedness was, the higher the subjective happiness that is reduced by anger was. The higher the self-elasticity, the lower the degree of the subjective happiness that is reduced by anger. Since the moderating effect of self-directedness has been demonstrated in the relationship between anger and happiness, it is necessary to consider instituting proper pedagogy so that the educational method of enhancing self-directedness can be reflected in the field of nursing.

• The Journal of the Korea Contents Association
• /
• v.15 no.10
• /
• pp.280-291
• /
• 2015

This study was done to identify the influence of ego-resilience, emotional intelligence and stress coping strategies on college adjustment in nursing students. The subjects consisted of 158 freshmen & sophomores attending three nursing colleges. The data were collected from October 27 to November 7, 2014, using self-report questionnaires. The data were analyzed using t-test, ANOVA, Pearson correlation and multiple regression with SPSS/WIN 21.0 program. A positive correlation was found for college adjustment with ego-resilience, emotional intelligence, stress coping strategies. In addition emotional intelligence, ego-resilience, school record, satisfaction with nursing major, personal relations, gender accounted for 53.9% of variance in college adjustment. The strongest predictor of college adjustment was emotional intelligence. The findings suggest that development of emotional intelligence and ego-resilience in nursing students is important to college adjustment. It is necessary to develop systematic management of the program to integrate the educational curriculum and extra-curricular activities.

• Korean Journal of Childcare and Education
• /
• v.9 no.6
• /
• pp.417-438
• /
• 2013

This study studies the effect of student teacher's sense of humor, psychological well-being and ego-resilience by general characteristics and by examining the correlation with each other and influences. A sample of 323 student teachers was obtained from a college and a university in the Busan area. This study made use of an research instrument which was a questionnaire for sense of humor(Woo, 2008), psychological well-being(Lee, 2006) and ego-resilience(Park, 1997). For the data analysis connection analysis and regression analysis, SPSS version 18.0 was used. The results of study are as follows. First, student teachers have scores which are above average scores of sense of humor, psychological well-being and ego-resilience. Second, there was a positive correlation between the sense of humor and ego-resilience and a low grade variable of ego-resilience of student teachers and their sense of humor and psychological well-being and between their psychological well-being and ego-resilience. Third, When a multilinear regression analysis was made to confirm which variable would affect ego-resilience, sense of humor and a low grade variable of their was found to exert a statistically significant impact by 5%, and psychological well-being and a low grade variable of their was found to exert a statistically significant impact by 26%. Based on the results, the education training or programs for student teacher to use the sense of humor and psychological well-being should be developed according to the ego-resilience.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.2
• /
• pp.57-75
• /
• 2018

This study aimed to analyze the effects of child abuse and neglect on male·female high school students and the moderating roles of peer attachment and closeness to teachers in the process. By using the second to the seventh yearsʼ data of 4^th grade elementary school student panel participating in the Korean Children & Youth Panel Survey(KCYPS), the study calculated descriptive statistics and performed hierarchical regressions. The main results of this study were as follows. First, for male high school students, as each level of child abuse, peer attachment, and closeness to teachers was higher, the level of ego-resilience was higher. However, as the level of child neglect was higher, the level of ego-resilience was lower. For female high school students, as the level of child neglect was higher, the level of ego-resilience was lower, while each level of peer attachment and closeness to teachers was higher, the level of ego-resilience was higher. In addition, for only male high school students, peer attachment moderated the effect of child abuse on ego-resilience. On the other hands, for both male and female high school students, as the level of child abuse and neglect were higher, the level of self-esteem was lower, while each level of peer attachment and closeness to teachers was higher, the level of self-esteem was higher. Moreover, for only female high school students, peer attachment moderated the effects of child abuse and neglect on self-esteem.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.17 no.8
• /
• pp.292-300
• /
• 2016

This paper reports a descriptive correlation to explore the relationship among nursing professionalism, ego-resilience, and empowerment in nursing students. A convenience sample of 195 subjects were recruited from four colleges. Subsequently, a survey was conducted from March 1st to 31th 2016. The data were collected by questionnaires and analyzed using SPSS 22.0 program, using descriptive statistics, Pearson's correlation coefficient, and multiple regression. The mean value of the study was as follows: nursing professionalism, $3.84{\pm}.47$; ego-resilience, $3.51{\pm}.58$; and empowerment, $2.79{\pm}.51$. There were significant positive correlations among ego-resilience (r=.455, p<.001), empowerment (r=.325, p<.001), and nursing professionalism. Significant positive correlations between ego-resilience and empowerment were found (r=.696, p<.001). Hence, ego-resilience and empowerment were determined to be factors that influence nursing professionalism. Ego-resilience was more influential for nursing professionalism than empowerment. The regression model explained 23.0% of nursing professionalism. In conclusion, to increase nursing professionalism in nursing students, it is necessary to develop educational programs and strategies that focus on improving ego-resilience and empowerment.

• Korean Journal of Childcare and Education
• /
• v.10 no.6
• /
• pp.347-368
• /
• 2014

The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.