• The Journal of Korean Academic Society of Nursing Education
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• v.12 no.1
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• pp.5-12
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• 2006

Purpose: The purpose of this study was to examine the effects of learning motive enhancing program on academic self efficacy, learning habits, and self esteem in underachieve nursing college students. Method: This study was an one group pre and post test design. Underachievers in nursing college (n=38) were participated. Learning motive enhancing program was carried out for 110 minutes a week for 8 weeks. Academic self efficacy was measured by an academic self efficacy scale developed by Kim ae young & Park in young in 2001. To assess learning habits, the learning habits measurement scale developed by Kim young jin was used. Self esteem was measured by Rosenberg's self esteem scale. Result: After completing the learning motive enhancing program, significant improvement was found in learning habit and self esteem. As for sub-factors, efficacy for self confidence among academic self efficacy showed significant differences after treatment. Conclusion: Learning motive enhancing program appears to be effective in increasing learning habit and self-esteem of underachievers in nursing college students.

• Journal of Families and Better Life
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• v.29 no.3
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• pp.43-57
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• 2011

Chronic mental-handicapped people are lacking in non-verbal expression such as eye contact, intonation, voice volume, facial expression, and gesture as well as the contents of speech, speak with a monotonous voice, fail to be vivid and clear in voice, and have absence of expression, thereby bringing about difficulty even for social adjustment and about low self-esteem. Accordingly, the purpose of this study was to examine effectiveness for enhancing self-expression and self-esteem by applying music therapy to the chronic mental-handicapped. The subjects were the chronic mental-handicapped who receive rehabilitation service at the community rehabilitation center, and who have over 10 years in the duration of disease. 1he music therapy activity was progressed with totally 14 sessions during 7 weeks with twice a week. This study confirmed t-test that is verification of difference in the mean, in order to examine difference between before and after music therapy in self-expression and self-esteem of the chronic mental-handicapped, and researched into qualitative case. The findings are as follows. First, as a result of score in self-expression scale, the significant improvement was shown after music therapy compared to before music therapy. The significant difference was indicated in verbal self-expression, phonetic self-expression, and non-verbal self-expression, which are its sub-spheres. Thus, the conclusion was obtained as saying that music therapy is effective for enhancing self-expression. Second, as a result of score in self-esteem scale, the significant difference was shown after music therapy compared to before music therapy. Thus, the conclusion was obtained as saying that music therapy is effective for enhancing self-esteem. Through the above results, the music therapy showed effectiveness of self-expression ability and self-esteem in the chronic mental-handicapped at the community rehabilitation center, thereby having been confirmed to be possibly utilized as rehabilitation program for the social skill ability and the social adjustment of the chronic mental-handicapped.

• Korean Journal of Child Studies
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• v.38 no.2
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• pp.177-190
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• 2017

Objective: The purpose of this study was to verify the effectiveness of a group counseling program with phototherapy for enhancing the self-perception and self-esteem of female adolescents. Methods: The participants of this study were 40 female middle school students with 20 in the experimental group and 20 in the control group. We conducted an 8-week program with a 4-week follow-up session for the participants. Collected data were analyzed with t-tests, ANCOVA, and ANOVA with PASW Statistics 18.0 (SPSS Inc., Chicago, IL). Results: The findings showed that the self-perception and self-esteem of the experimental group increased after the program whereas the control group showed no difference. In addition, the phototherapy group counseling program showed that the treatment effect was maintained even after 4 weeks. Conclusion: The group phototherapy program helped the female middle school students' to build a more positive self-concept, with respect to both self-perception and self-esteem.

• Research in Community and Public Health Nursing
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• v.14 no.1
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• pp.144-156
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• 2003

This study was conducted to investigate the relationship between the self-esteem, social support and health promoting lifestyle of the elderly in a community. The sample consisted of 147 elderly, and data were collected from September 1 to October 15, 2001. The instrument of this study was a structured questionnaire including Health Promoting Lifestyle (47 items), Social Support(18 items), Self-Esteem(10 items), Socio-demographic Characteristics. Analysis of the data was done by use of descriptive statistics, ANOVA, Pearson Correlation Coefficient. The results of this study are as follows: 1. The degrees of self-esteem of the elderly were mean score $25{\pm}2.98$ points, socio-demographic characteristics containing meaningful difference with self-esteem was not significant. 2. The degrees of social support by elderly were mean score $55.03{\pm}9.60$ points and social support according to the socio-demographic characteristics showed meaning difference in family structure $\ulcorner$with off spring$\lrcorner$ (F=8.50, p=.000), health status $\ulcorner$good$\lrcorner$ (t=2.19, p=.030), smoking $\ulcorner$below 1 packet daily$\lrcorner$ (F=4.88 p=.009). 3. The degrees of health enhancing lifestyle by elderly were mean score $113.61{\pm}20.12$ points and health enhancing lifestyle according to the socio-demographic characteristics showed meaning difference in education level $\ulcorner$middle school and above$\lrcorner$ (F=6.37 p=.002), occupation before retirement $\ulcorner$profession, technician, employee of company, education$\lrcorner$ (F=5.00, p=.003), health status $\ulcorner$good$\lrcorner$ (t=3.14, p=0.002), exercise $\ulcorner$weekly 2-3$\lrcorner$ (F=4.31, p=.006), drinking $\ulcorner$weekly 1$\lrcorner$ (F=2.74, p= .046). 4. The item mean score of personal relationship support field in health enhancing lifestyle were $2.90{\pm}.60$ points. item mean scores of exercise and nutrition were $2.26{\pm}.39$ points, item mean scores of stress managing field were $2.25{\pm}.49$ points, item mean scores of health responsible field were $2.14{\pm}.61$ points. 5. The relationship between self-esteem and health enhancing lifestyle revealed a significant correlation(r=.169. p=.041), but self-esteem and social support, showed no significant correlation, and health enhancing lifestyle and social support, revealed a significant correlation(r=.654, p=.001).

• Fashion & Textile Research Journal
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• v.25 no.4
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• pp.481-489
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• 2023

This study aims to explore the relationships between self-esteem, sociality, appearance satisfaction, and subjective appearance satisfaction among college students. A self-administered questionnaire was used to survey students from 4-year colleges in Gwangju Metropolitan City. The findings reveal that personal self-esteem significantly impacts autonomy and activity, while social self-esteem significantly affects sociability and activity. Both physical and psychological self-esteem exhibit a significant influence on sociability, autonomy, and activity, underscoring their pivotal role in shaping social interactions. Further, both social and physical self-esteem significantly affect subjective appearance satisfaction, while bearing no significant influence on personal and psychological self-esteem. Thus, all self-esteem factors influence subjective appearance satisfaction, although some are not statistically significant. In addition, both sociability and activity display a statistically significant influence, whereas autonomy exhibits no such significance. This underlines the centrality of subjective appearance satisfaction in fostering sociability and activity. In sum, the outcomes underscore the interconnectedness of self-esteem, sociality, and subjective appearance satisfaction in college students. Moreover, the results indicate that higher subjective appearance satisfaction is linked with increased perceptions of self-esteem and sociality. Therefore, the development of programs oriented toward enhancing self-esteem and sociality among college students is imperative, enabling them to navigate their academic and social experiences with self-assurance.

• Journal of Fisheries and Marine Sciences Education
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• v.29 no.3
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• pp.732-745
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• 2017

The purpose of this study was to analyze the influence of collective self-esteem on teachers' job stress. For the study, 223 teachers in elementary school, junior high school, and high school were selected and data on teachers' background variables, collective self-esteem, and job stress were collected. The relationship between variables was analysed by using multiple regression analysis. The results were as follows: The job stress of teacher was significantly different according to teacher's gender, school level, and career experience. When the influence of background variables was controlled and multiple regression analysis was performed, the group self-esteem of teachers had a great influence on mitigating the perception of job stress. Particularly, it was shown that private collective self-esteem and importance to identity are the most important factors in mitigating job stress perception among the sub-variables of collective self-esteem. These results showed that it is an important task for our society to find an effective way to elevate the teacher's collective self-esteem. Teachers' collective self-esteem is expected to play a positive role not only in mitigating job stress but also in enhancing self-fulfillment and personal self-esteem of teacher.

• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.15-28
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• 2012

The purpose of this study was to examine: (1) the relationships among two dimensions of children's perfectionism (both self-oriented and socially prescribed), and levels of depression, anxiety, and self-esteem; (2) whether or not self-esteem mediates the relationship between children's self-oriented perfectionism, and depression and anxiety; and (3) whether self-esteem mediates the relationship between socially prescribed perfectionism, and depression and anxiety. The participants were 406 fifth and sixth graders. Their data were collected with questionnaires. It was found that there are significant correlations between children's self-oriented perfectionism, and depression and self-esteem, and there are also significant correlations between children's socially prescribed perfectionism, and depression, anxiety, and self-esteem. It was also found that self-esteem mediates the relationship between the two dimensions of children's perfectionism, and depression and anxiety. These results seem to indicate that enhancing healthy self-esteem could lower the risks of experiencing depression and anxiety in children with perfectionistic personality.

• Korean Journal of Human Ecology
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• v.22 no.4
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• pp.539-558
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• 2013

The purpose of this study is to examine relationships among university students' self-differentiation, self-esteem and mental health. The subjects were 400 students of four universities in Busan and Gyungnam area. A questionnaire survey was done. The results of this study are as follows : First, the levels of university students' self-differentiation and self-esteem were high. Second, university students' self-differentiation and self-esteem were correlated positively. Third, the levels of university students' depression and anxiety were relatively low. It showed that the subjects' mental health of this study were not bad. Fourth, depression had no significant difference by gender. However, female students had higher anxiety than male students had. Fifth, university students' self-differentiation and self-esteem had negative correlation with depression and anxiety, and self-esteem played a role of mediating variable between self-differentiation and mental health. Sixth, family projection, family regression and self integration of self-differentiation had indirect influence upon the students' mental health through self-esteem, while cognitive-emotional function had direct influence upon mental health and had indirect influence upon mental health through self-esteem as well. In this study, university students' self-differentiation and self-esteem were found to be important variables having influence upon mental health, and self-differentiation had indirect influence upon mental health through self-esteem. Counselling intervention strategies should be established considering self-differentiation and self-esteem of the students who complained about their maladjusted emotion and human relation problems at schools. Also, programs enhancing self-differentiation and self-esteem of university students should be developed and the execution of these programs will be needed to help the university students who experienced mental health problems such as depression, anxiety and so on.

• Hwankyungkyoyuk
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• v.11 no.1
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• pp.237-250
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• 1998

'Self-esteem' is defined as 'the lived status of one's individual competence and personal worthiness in dealing with the challenges of Life over Time'. High self-esteem is associated with self-confidence, effectively coping, well-being, and responsibility and it is essential for the responsible choice and determination of environments. The purposes of this study were to develop a strategy to enhance the self-esteem and to verify the effects. A new strategy, 'Cognitive Restructuring Strategy' was based on the characteristics of self-esteem and the key idea of this was to eliminate negative thoughts and to reinforce affirmative thoughts. We developed the statement to embody this strategy and applied to the experimental group. According to the results, self-esteem for the control group(155) did not changed but that for the experimental group(158) was significantly enhanced. Continuously, environmental learning instructions of 3 units were carried out on two groups. By applying the t-test, achievement-test scores for the experimental group per unit were significantly higher than those of the control group as regards the four respective goals of EE. Therefore this strategy and statement are helpful in enhancing self-esteem and it was found that 'self-esteem' is a influential factor to form environmental responsible behaviors(ERB).

• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.93-108
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• 2021

Objective: This study examined the mediating effect of adolescents' self-esteem on the relationship between their childhood abuse experiences and school rule-breaking behavior. Methods: The research participants consisted of 1,748 adolescents aged from 15 to 16. Adolescents' school rule-breaking behavior and self-esteem were measured in 2016, whereas their childhood abuse experiences were measured in 2010. Panel data collected by the National Youth Policy Institute were analyzed using the bootstrapping technique and PROCESS Macro for SPSS. Results: The results of the study are as follows. First, the adolescents' childhood abuse experiences affected their school rule-breaking behavior. That is, the adolescents who were abused by their parents were at higher risk of breaking school rules later in life. Second, the adolescents' self-esteem mediated the relationship between their childhood abuse experiences and school rule-breaking behavior. The adolescents who were abused by their parents tend to have low levels of self-esteem and thereby break school rules. Conclusion/Implications: The present study shows the possibility that childhood abuse experiences lead to adolescents' problematic behaviors, such as school rule violation. It also indicates that it is necessary to provide counseling and therapeutic interventions for enhancing the self-esteem of adolescents of the at-risk group with childhood abuse experiences.