• 한국노년학
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• 제39권2호
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• pp.347-362
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• 2019

본 연구는 베이비부머의 사회적 지지(배우자 관계 만족도, 자녀 관계 만족도, 사회적 관계 접촉 빈도, 참여모임 수)가 우울감 변화에 미치는 영향과 이에 대한 성별의 차이를 확인하고자 수행되었다. 이를 위해 고령화연구패널조사(Korean Longitudinal Study of Aging: KLoSA) 5차(2014년)와 6차(2016년) 자료를 활용하여 분석을 시행하였으며, 연구대상은 베이비부머(1955년생부터 1963년생)로 5차와 6차 자료 모두에서 배우자와 자녀가 있다고 응답한 사람이다(N=1,210). 독립변수인 사회적 지지는 배우자 관계 만족도, 자녀 관계 만족도, 사회적 관계 접촉 빈도, 참여모임 수로 측정되었으며, 종속변수는 우울감 변화이다. 시차효과모델을 적용한 회귀식을 통해 우울감 변화를 통계적으로 모형화하였으며, 통제변수의 영향과 사회적 지지의 영향, 성별의 차이에 따른 영향을 단계적으로 탐색하기 위하여 위계적 회귀분석을 실시하였다. 각각의 사회적 지지와 성별의 상호작용항을 투입하여 분석을 실시한 결과, 사회적 지지가 우울감 변화에 미치는 영향에 관한 성별의 차이는 발견되지 않았다. 배우자 관계 만족도와 자녀 관계 만족도는 우울감 변화에 대한 주효과가 발견되었지만 사회적 관계 접촉 빈도와 참여모임 수는 우울감 변화와 통계적으로 유의미한 관련성이 없는 것으로 나타났다. 즉, 배우자와 자녀로부터의 지지는 베이비부머의 우울감을 낮추는 데 긍정적으로 작용하였으며, 이러한 경향성은 남성과 여성 베이비부머에게서 동일하게 나타났다. 본 연구 결과는 다양한 사회적 지지들 중 특히 부부관계와 자녀와의 관계의 질을 향상시키는 것이 베이비부머의 우울감 감소를 위해 중요하다는 것을 시사한다.

• 한국콘텐츠학회논문지
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• 제13권9호
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• pp.204-215
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• 2013

본 연구는 지각된 부모 양육태도가 자녀의 주관적 행복감에 영향을 미치는 과정에서 사회적 지지와 강인성의 역할을 알아보고자 하였다. 이를 위해 318명의 대학생을 대상으로 설문을 실시하였으며, SPSS 15.0과 Amos 7.0으로 분석하였다. 연구결과, 사회적 지지는 부모 양육태도와 강인성을 그리고 강인성은 사회적 지지와 자녀의 주관적 행복감을 매개하는 것으로 나타났다. 즉 부모 양육태도는 사회적 지지를 기반으로 한 강인성을 통해 자녀의 주관적 행복감에 영향을 미치는 것으로 나타났다. 이와 같은 결과를 중심으로 주관적 행복감을 증진시키기 위한 개입방법으로 사회적 지지와 강인성을 제공할 수 있는 상담 및 교육 콘텐츠를 개발할 필요성을 제언하였고, 제한점과 후속 연구의 필요성을 제안하였다.

• 지역사회간호학회지
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• 제30권3호
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• pp.377-389
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• 2019

Purpose: Group-based interventions help the members of the parent group work together to share their parenting stress, provide opportunities for them to support each other emotionally and informatively, and allow them to achieve what they want to accomplish. The purpose of this study is to investigate and synthesize the outcome of a parenting support program for infant and toddler parents. Methods: Published randomized control trials were identified through Ovid-Medline, Embase and CINAHL DB. Eligible studies include articles published between 2008 and 2018 in English in the randomized controlled trial design in which parenting support programs were implemented for infant and toddler parents group. Results: A total of 11 studies was selected for this review. These programs reported large level of effect size for parenting, and middle level effect size for parent's psycho-social outcomes and child development. There were many programs conducted for parents with infants between 13 and 24 months, and the frequency of programs provided for 2 hours a week was high with 9 to 12 sessions. Most programs were facilitated by trained professionals including nurses and social workers except two programs led by lay persons. Conclusion: This review demonstrates that group-based parenting support programs have positive effects on parenting, parent's psychosocial health and infant development. To disseminate the effective group-based parenting support programs, further research is needed to confirm the long term effect and develop nurse's role as a group facilitator.

• 아동학회지
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• 제13권2호
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• pp.175-188
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• 1992

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child's perceptions or appraisals of family, peer, and teacher support. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the child's behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support, and family support. In addition, teacher support had the strongest stress-buffering effect on grade-point average.

• 대한가정학회지
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• 제42권11호
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• pp.109-122
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• 2004

This study examined the characteristics of children, parents, family, and the extra context related to the parenting stress of employed and unemployed mothers from a broader perspective. The subjects were 323 employed mothers 3nd 300 unemployed mothers of pre-school age children. Parenting stress due to the role of being a parent for both employed and unemployed mothers was correlated with the chid's activity level, husband support, quality of life, available social support, and satisfaction of early childhood program's location. Parenting stress due to child-rearing of both employed and unemployed mothers was correlated with child's birth order, activity level and rhythmicity of child, husband support, quality of life, available social support, and satisfaction of early childhood program. Number of children was the strongest predictor of parenting stress due to the role of being a parent for employed mothers and the child's activity level for unemployed mothers. Besides, the child's activity level was the strongest predictor of parenting stress due to child-rearing for both employed and unemployed mothers.

• 패션비즈니스
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• 제15권4호
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• pp.87-109
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• 2011

This study was to examined the relationship between goal setting, self improvement, social support of parents, friendship, school adaptation, drop out. In our research model, goal setting, self improvement, social support of parents, and friendship is exogenous variable and school adaption and drop out is endogenous variable. A total of 323 undergraduate student(254 female, 69 male) complete the questionnaires. Structural equation modelling showed that, as hypothesized, establishment of goals, social support of parent and friendship have effect on school adaptation, and friendship also have direct effect on drop out. School adaptation mediate path from goal setting, social support of parents, and friendship. This study provides empirical evidence for a model that show how to control the drop out of students.

• 한국보육지원학회지
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• 제2권2호
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• pp.147-164
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• 2006

본 연구는 부모의 양육태도와 사회적 지지가 아동의 정서지능에 어떠한 영향을 미치는가를 알아보는데 있다. 연구의 목적을 달성하기위해 초등학교 4.5.6학년 아동 243명을 대상으로 부모 양육태도 검사, 사회적 지지 검사, 정서지지능 검사를 설문지 조사를 통해 측정하였으며, SPSS 프로그램을 통하여 통계분석을 하였다. 연구 결과를 보면, 첫째, 어머니의 양육태도와 아버지의 양육태도가 개방-폐쇄형, 자율-타율형의 순으로 비슷한 경향을 보였으며, 정서지능은 정서인식, 감정이입 순으로 높게 나타났으며, 사회적 지지는 평균보다 높은 수준으로 나타났다. 둘째, 성별에 따른 차이를 보면 양육태도는 성별에 대한 차이를 보였으며, 정서지능에서는 정서표현과 정서조절에서 차이를 보였고, 사회적 지지에서는 친구지지와 가족지지에서 차이를 보여주었다. 셋째, 부모의 양육태도와 정서지능 및 사회적 지지는 서로 약한 상관을 보이는 것으로 나타났다. 넷째, 부모의 양육태도와 사회적 지지는 정서지능에 영향력을 미치는 것으로 나타났다. 즉 부모의 양육태도와 사회적 지지에서 가족의 지지와 교사의 지지는 아동에게 매우 높은 영향력을 행사하고 있었으며, 이러한 결과는 가족의 지지와 학교에서의 지지가 아동의 정서지능에 상당한 영향을 미칠 수 있음을 시사하고 있다.

• 부모자녀건강학회지
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• 제10권2호
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• pp.123-135
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• 2007

Purpose: This study was to examine whether there were any differences in perceived social support, self-esteem and behavioral problems between children from broken families who participated in after-school education programs and others from broken families. Method: The subjects in this study were 45 children from dispersed families who were housed in a social-welfare agency in the city of Daejeon. Out of them, 22 children were grouped into an after-school educated group, and the others were selected as a uneducated group. SPSS program was used to analyze the collected data, and statistical data on real number and percentage were obtained. Besides, $x^2$-test and T-test were employed as well. Result: The major findings of the study were as follows: First, the perceived social support intergroup gap between the after-school educated group and uneducated group was not statistically significant. Second, the self-esteem intergroup gap was statistically significant(p<.01). Third, the delinquent behavior intergroup gap was statistically significant (p<.05). Fourth, as for correlational relationship among their perceived social support, self-esteem and behavioral problems, perceived social support has a positive correlation to self-esteem in the educated group(r=0.62, p<.01), and self-esteem was negatively correlated to internalizing problems in that group(r=-0.59, p<.01). The correlation of those factors was statistically significant. Conclusion: It has been confirmed that the after-school education program of broken familie child is very important in the healthy development of the children.

• 대한가정학회지
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• 제51권2호
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• pp.195-206
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• 2013

This study was conducted in order to investigate the variables that relate and affect the internalizing and externalizing problems of multicultural children. 159 multicultural children in the $3^{rd}{\sim}6^{th}$grade were selected from elementary schools in Gwangju and the Jeollanamdo area. The data was analyzed by using the frequency, Cronbach's ${\alpha}$, t-test, ANOVA, Pearson's correlation and hierarchical regression by SPSS 12.0 program. The results were as follows: first, the internalizing problems were different according to the socio-demographic variable: (gender, subjective economic level), multicultural characteristic variable: (mother's communication ability, likability of mother's nationality, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Further, the externalizing problems were different according to the socio-demographic variable: (gender), multicultural characteristic variable: (mother's nationality, mother's communication ability, etc.), parent-child relationship variable: (relationship with mother, relationship with father) and social support variable: (peer support, teacher support). Second, the influential variables regarding the internalizing problems were children's stress from cultural adaptability and the likability of the mother's nationality of the multicultural characteristic variable group, peer support of the social support variable group and the subjective economic-level of the socio-demographic variable group. Moreover, the influential variable on the externalizing problems was children's stress from the cultural adaptability of the multicultural characteristic variable group. The most influential variable of such variables was children's stress from cultural adaptability of the multicultural characteristic variable group. The results of this study will provide information for the development of educational and therapeutic intervention program for multicultural children.

• 가정과삶의질연구
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• 제22권1호
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• pp.129-138
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• 2004

The purpose of this study is to explore a life-supportive housing alternative for single-parent family, focused on cohousing. Single-parent family is considerably increasing according to diverse social changes. In foreign countries, for instance, Scandinavian countries where dual-income households and single-parent families occupy comparatively higher proportion of the whole households, cohousing has been implemented as one of the life-supportive housing alternatives. Cohousing community has been developed aiming to reduce burden of housework, child-care and loneliness through mutual support amongst inhabitants. Opinions of single-parent families are described in this study in order to explore any possibility of development of cohousing for single-parent families for their well-being in Korea. The study was fulfilled by intensive interviews with 4 heads of single-parent families as well as inhabitants of collective housing and cohousing in Korea and foreign countries.