• Korean Journal of Child Studies
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• v.9 no.1
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• pp.47-61
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• 1988

The primary purpose of this study was to investigate the relation between paternal self-esteem, child-rearing behaviors and child's self-esteem. The secondary purpose was to examine whether there were significant relational differences according to child's sex. 272 dyads consisting of fifth and sixth grade children in elementary school and their measured by the Self-Esteem Inventory (for children), the Self-Esteem Scale (for fathers), and the Iowa Parent Behavior Inventory: Father form. Pearson's r., F-test, and Ducan's multiple range test were used for data analysis. Paternal self-esteem was significantly associated with 'parental involvement', 'reasoning guidance', and 'intimacy'. Paternal self-esteem was positively correlated with girl's self-esteem. Child's self-esteem was positively related to 'parental involvement', 'limit setting', 'responsiveness', 'reasoning guidance' and 'intimacy'. In sex differences, only boy's self-esteem wasn't related to paternal 'limit setting'. Boys' self-esteem was strongly related to 'parental involvement', and girls' self-esteem was strongly related to 'reasoning guidance'.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.113-124
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• 1995

The objective of this study was to clarify the relations among mothers' self-esteem and facilitative communication, to children's self-esteem, and facilitative communication and then to inquire into how these relationships relatively contribute to children's self-esteem. Subjects were 206 elementary school children and their mothers in Anjang. Two types of instruments were used in this study. To measure the children's and mothers' self-esteem, SEI(Self-Esteem Inventory) was to used. To measure mothers' facilitative communication levels, "Mothers' Facilitative Communication Scales" was constructed by the researcher. The statistical procedures used for collected data analyses were correlation, one-way ANOVA, multiful regression. The findings are as following: 1. A significant static correlation was found between mothers' self-esteem and children's self-esteem. 2. Also, a significant static correlation was revealed between mothers' facilitative communication level and children's self-esteem. 3. The level of mothers' facilitative communication discloses a significant difference depending upon the mothers' self-esteem. 4. Mothers' level of facilitative communication affected children's self-esteem rather than the mothers' self-esteem.

• Journal of the Korean Society of Clothing and Textiles
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• v.30 no.11 s.158
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• pp.1538-1549
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• 2006

The purpose of this study was 1) to identify gender differences in appearance management behavior and influencing variables(media involvement, body satisfaction and self-esteem), 2) the effects of influencing variables on appearance management behavior, and 3) to analyze the relationships among influencing variables. The data were collected ken 458 fifth and sixth grade girls and boys of five elementary schools ill Seoul, Korea via self-administered questionnaires, and were analyzed by factor analysis, t-test, and multiple regression analysis. The results of this study were as follows: Regarding the gender differences in research variables, preteen girls showed more interest in clothing/hair style management, weight management, TV involvement and celebrity imitation than preteen boys. Girls showed lower level of satisfaction than boys. Multiple regression analyses were conducted to identify the effects of media involvement, body satisfaction and self-esteem on appearance management behavior. For boy group, clothing/hair style interest was influenced by celebrity imitation, and weight management by TV involvement, body satisfaction and school self-esteem, and height management by celebrity management and school self-esteem. For girl group, clothing/hair style management was influenced by celebrity imitation and general self-esteem, and weight management by body satisfaction, general self-esteem, celebrity imitation and TV involvement, and height management by school self-esteem, TV involvement, time spent watching TV and general self-esteem. From the results of analyzing relationships among influencing variables, it was found that media involvement influenced self-esteem; TV involvement and celebrity imitation influenced school self-esteem; body satisfaction had the effect on all three sub dimensions of self-esteem in boy group. For female group, TV involvement had the effect on body satisfaction, and celebrity imitation on general self-esteem, the family self-esteem and school self-esteem, and body satisfaction on all three sub dimensions of self-esteem.

• Journal of the Korean Society of Fashion and Beauty
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• v.5 no.2 s.13
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• pp.68-74
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• 2007

The purpose of this study was to find out the difference between high self-esteem and low self-esteem about the product. The study used the questionnaire method to find out the control effect of self-esteem on apparel brand types. The survey data was analyzed by SPSS Hangul 10.0 Statistic Package. 16 apparel brands that had been selected by a preliminary study were surveyed by using. Brand Mapping was performed in each group for brand classification, and ANOVA was conducted in order to compare the variables depending on brand types. The self-esteem was surveyed by using the self-esteem scale by Rosenberg was used. Multivariate analysis was conducted to identify brand preference, product involvement according to purchase intention and the interactive effects of the brand types that are divided into familiarity and control recognition. For the purpose of the study was to compare searched the results of the high self-esteem comparison with the low self-esteem. The results of the study found the differences on perception about the brand between the high self-esteem and the low self-esteem on the preference. People with high self-esteem liked the brand that was perceived obedience. But the low self-esteem liked the brand that was perceived control.

• Journal of Gifted/Talented Education
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• v.10 no.2
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• pp.87-108
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• 2000

This study analyzes the factors influencing self-esteem of the gifted children. The factors are divided into the environmental ones and innate ones. The purposes of this study is presented as follows. 1) To analyze the environmental factors influencing self-esteem of the gifted children (1) whether the education period affects self-esteem of the gifted children? (2) what influences do the manners of parental child-rearing behavior make? (3) what influences do peer relationships make on self-esteem of the gifted children? 2) To analyze the innate factors influencing self-esteem of the gifted children (1) does the gender make a difference to self-esteem of the gifted children? (2) does the level of intelligence make a difference to self-esteem of the gifted children? (3) what influences does the locus of control make on the self-esteem of the gifted children? To solve these questions 120 gifted children were selected, who were taking a special education program at C Korea Academy of Gifted Education located at Yangjae-dong Seocho-gu. They were 1st to 3rd grades at elementary school. We used Hare Self-Esteem Scale developed by Bruce R. Hare in 1985, the Index of Peer Relations developed by Hudson in 1986, and Nowicki & Strickland Locus of Control Scale developed by Nowicki and Strickland in 1973. At the other hand the nursing behaviors of 120 mothers of the gifted, were also investigated, based on the Korean Maternal Behavior Inventory, developed by Sungyeon Park in 1989 with some modifications. For statistical analysis we adopted SPSS, a computer software, and calaulated the coefficient of internal appropriateness and the frequencies and percentages of general aspects of the cases. We analysed the factors influencing the self-esteem of the gifted children by way of Pearson's product moment correlation coefficient, t-test, ANOVA, and multiple regression analysis and Duncan for ex-post-facto approval. The results of this study can be summarized as follows. 1) Influences of the environmental factors on the self-esteem of the gifted children: (1) The duration of education period had a significant effect on the self-esteem; the longer the duration were, the higher self-esteem they possessed. (2) Of parental child-rearing behaviors, active involvement had positive influence on the self-esteem; on the contrary, authoritarian control and overprotection had negative influences on the self-esteem. (3) An acceptable peer relationship had a positive influence on the self-esteem of the gifted children. 2) Influences of individual innate characteristics on the self-esteem of the gifted children: (1) The gender made no difference on the self-esteem of the gifted. (2) The intelligence did not have a statistically significant effect on the self-esteem of the gifted. (3) When the locus of control was external, the self-esteem of the gifted tended to be low.

• The Journal of the Convergence on Culture Technology
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• v.8 no.4
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• pp.187-192
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• 2022

This research focuses on analyzing the correlation between adolescent self-esteem and labor participation. The findings of this study are as follows: First, when it was analyzed whether there are differences in self-esteem with ages, out of school students were the lowest. and self-esteem level increased with age. Second, when the differences in self-esteem levels between genders were examined, male students showed slighty higher positive self-esteem and total self-esteem, which shows statistically significant difference. Third, the correlation between self-esteem and labor participation is as follows: 50.4% of students experienced part-time jobs in low self-esteem group. And 50.6% of students experienced part-time jobs in high self-esteem group. It shows that self-esteem level doesn't have relation to part-time job experience. Fourth, when the correlation between part-time job intention and self-esteem was analyzed, 50.5% of students in low self-esteem group responded they would have part-time job, but 49.5% of students in high self-esteem group. Also, 50.9% of low self-esteem group students responded they had no intention of getting part-time jobs, but 49.1% in high self-esteem group. It shows self-esteem level doesn't influence the decision to get part-time jobs. Last, the correlation between the reason they get part-time jobs and self-esteem level was analyzed. 68.1% of students in low self-esteem group had part-time jobs voluntarily, while 31.9% had to have jobs involuntarily for economic cause. Also 75.2% of students in high self-esteem group had part-time jobs for voluntary motive and 24.8% for economic cause. So high self-esteem group showed more voluntary cause and low involuntary cause for part-time jobs, but there was no statistically significant value.

• 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 Families and Better Life
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• v.22 no.5
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• pp.237-251
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• 2004

The main purpose of this study was to examine the relations between maternal parenting, mother-adolescent conflict, and middle adolescents' self-esteem with a sample of 271 high school students enrolled in 2nd year at high school in Seoul, and their mothers. Data was analysed using correlations and regression analyses. Maternal affection, monitoring and reasoning were positively related with and maternal physical abuse and neglect were negatively related with adolescent self-esteem. Maternal over-expectation and intrusiveness were not related with adolescent self-esteem in boys, but were negatively related with adolescent self-esteem in girls. In both adolescents' and mothers' report, mother-adolescent conflict was related negatively with adolescent self-esteem. In mothers' report, mother-adolescent conflict was not related with adolescent self-esteem in boys, but was negatively related with adolescent self-esteem in girls. In adolescents' report, maternal affection, monitoring and reasoning were negatively related with mother-adolescent conflict, which maternal over-expectation, intrusiveness, neglect, and physical abuse were positively related with mother-adolescent conflict. In mothers' report, maternal affection, monitoring and reasoning were negatively related with mother-adolescent conflict. Mediating roles of mother-adolescent conflict in relation of maternal parenting and adolescent self-esteem were examined. In adolescents' report, mother-adolescent conflict perceived by male adolescents played a mediating role between maternal monitoring, reasoning and physical abuse, representatively, and adolescent self-esteem. And mother-adolescent conflict perceived by female adolescents played a mediating role between maternal parenting with the expectation of maternal affection and adolescent self-esteem. In mothers' report, mother-adolescent conflict perceived by mothers only played mediating role between maternal monitoring and adolescent self-esteem. So, mediating roles of mother-adolescent conflict were more emphasized in the adolescents' report than in the mothers' report. Therefore, the fact that maternal parenting except affection affects the adolescent self-esteem indirectly through mother-adolescent conflict can be found. Implying that maternal affection is crucial in implying positive self-esteem of adolescents.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.4 no.1
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• pp.61-71
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• 1997

This survey was done to identify the self esteem of nurses in Korea. Data was collected from 700 nurses in hospital setting. These data were collected by self-reporting questionnaire, Rosenberg's self-esteem scale, Professional self-concept of nurses instrument, from Dec. 1994 to Jan. 1995. The data was analyzed using descriptive statistics with SAS program. The results of this study were as follows : 1. The mean of self-esteem was 30.74. 2. The correlation between self-esteem and PSCNI was slightly moderate(r=.5739). 3. The self-esteem of nurses was found to be significant by age(P=.0245), religion(P=.0004), position(P=.0186). This study suggested that we need to identify the factors influencing self-esteem and to design the program increasing self-esteem.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.166-174
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• 2009

Purpose: The purpose of this study was to examine self esteem, self efficacy and critical thinking disposition of college students. Method: A descriptive survey method was used in this study. Data were collected from May to August, 2008, from 486 college students. The survey sheet was composed of questions on self esteem, self efficacy, and critical thinking disposition. Result: The average score of self esteem, self efficacy, and critical thinking disposition was 2.99, 2.80, and 3.99 respectively. There were positive correlations between self esteem and critical thinking disposition, between self efficacy and critical thinking disposition, and between self esteem and self efficacy. Self esteem and self efficacy were significant predictors of critical thinking disposition. Conclusion: In order to help college students adopt to a rapidly changing society, the university should make efforts to develop a curriculum and program for improving self esteem, self efficacy and critical thinking disposition.