• 아동학회지
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• 제22권2호
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• pp.133-147
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• 2001

This study examined whether the ego-identities of institutionalized children and adolescents differ by grade, gender, reason for and length of residence, age at entering the institution, parents' visiting, relationship with parents before entering the institution, and caretakers' emotional support. We assumed that the ego-identities of institutionalized children had an effect on social interactions. The subjects were 121 5th and 6th graders, 135 middle, and 85 high school students who were institutionalized in Seoul. As predicted, the ego-identities of institutionalized children and adolescents differed by grade, and by such social interactions as parents' visiting, relationship with parents before entering the institution, and caretakers' emotional support. Results support the importance of social interactions for understanding the ego-identities of institutionalized children and adolescents.

• 가정과삶의질연구
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• 제20권2호
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• pp.161-174
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• 2002

The purpose of this study was to investigate institutionalized adolescents'perception of meaningful persons and to analyze the features of their interpersonal relationships. 9 middle school students of 3 child welfare facilities were observed and participated in depth-interviews. Results indicate that there is a difference in adolescents'family image according to their experience before institutionalization. They want care-givers of institution to offer more emotional support to them. And they perceive much social support from other adolescents who're living with them. But, the findings suggest that their peer relationships have some limitations because of institutionalization itself and various restriction on their behaviors. Lastly, they want more intimate relationship with supporters in addition to financial sponsorship. In conclusion, institutionalized adolescents'interpersonal relationships are related closely to the environmental properties. Therefore, concerns should be directed toward improving the quality of social and psychological environment of institutions. And various programs should be provided to support institutionalized adolescents'social development.

• 대한가정학회지
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• 제39권3호
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• pp.135-149
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• 2001

The purpose of this study was to investigate depression and school adjustment of institutionalized children and adolescents according to their ego-identity, gender, grade(age), relationship with parents before entering the institution, cause of entering the institution, duration of entering the institution, parents'visiting, psychological environment of institution. The subjects were 121 5th and 6th graders(59 boys and 62 girls), 135 middle school (58 boys and 77 girls), and 85 high school students (44 boys and 41 girls), who were institutionalized in Seoul. The data were analyzed by t-test, one-way and two-way ANOVA, Scheffe'test, and multiple regression analysis. The major findings of this study were as follows: 1) Depression and school adjustment of institutionalized children and adolescents were different according to their ego-identity, relationship with parents before entering the institution and psychological environment of institution. And school adjustment of institutionalized children and adolescents were different according to grade(age). 2) In regression analysis models, ego-identity and cause of entering the institution were significant predictors of depression, and ego-identity more predicted to depression than cause of entering the institution. And ego-identity and age(grade) were significant predictors of school adjustment, and ego-identity predicted to school adjustment as well as grade(age).

• 가정과삶의질연구
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• 제24권2호
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• pp.165-175
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• 2006

The purpose of this study was to examine the effects of ego?identity and rare teacher's emotional support on the value of sexuality of institutionalized adolescents. The subjects were 102 middle school adolescents in Daegu and Cyeongsangbuk Province, Korea. Ego-identity of the institutional youth, perceived emotional support of care teacher and sexual values reported by the institutionalized adolescents. The data were analyzed with an AMOS 5.5 Program by comparative fit index and a SPSS Win program 12.0 using cronbach's $\alpha$, simple regression, hierarchical multiple regression and path analysis. The findings showed that both the degree of ego-identity and perceived emotional support of care teacher exerted a significant effect on the sexual values of institutional youth. Furthermore, it is important to note that the care teacher's emotional support influenced sexual values of the youth, and was mediated by the ego-identity of the institutional youth.

• 대한가정학회지
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• 제40권3호
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• pp.67-82
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• 2002

The purpose of this study was to investigate the relation of social support and aggression of early adolescents. The subject were 220 adolescents aged 11 & 14 years, who were enrolled 11 child welfare facilities or 6 public schools(3 elementary & 3 middle schools) in Seoul. That is, 110 institutionalized(IA) & 110 middle class home-reared adolescent (HA)s were examined. They subjects were asked to complete the questionnaire on social support and aggression. According to the results, 1)IAs perceived less support from peers or adults and showed more aggressive behaviors than HAs. 2)Significant sex difference was observed in aggression. Girls showed lower level of aggression than boys. 3)Adolescents' aggression was significantly correlated with social support. The more support from friends, classmates, and parents HAs perceive, the less aggression they reported. Though support from peers was correlated significantly only with anger expression, support from parents was correlated significantly with all the components of aggression. And the more support from friends and classmates HAs perceive, the less aggression they reported. These findings implicate that social support is a important factor in preventing aggressive behaviors of early adolescents.

• 벤처창업연구
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• 제7권2호
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• pp.207-214
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• 2012

본 연구는 아동시설에 거주하고 있는 청소년 대상으로 설문조사를 통해 이들이 지각하고 있는 사회적 지지가 우울증, 자아 존중 감에 영향을 어떻게 미치는지를 탐색해보았다. 특히 자아존중감이 사회적 지지와 우울과의 관계에서 매개효과를 나타내는지를 검증하였다. 사회적 지지가 독립변수로, 청소년의 우울증을 종속변수로, 자아 존중감을 매개변수로 설정하였다. 본 연구의 조사대상자는 편의 표본 추출 방법으로 경기도 아동보육시설에 거주하는 240명을 대상으로 설문조사를 실시하였다. 본 연구결과를 살펴보면, 사회적 지지는 청소년의 심리, 정서적 안정에 긍정적인 역할을 하는 것으로 나타났는데, 사회적 지지가 높을수록 시설아동의 우울증이 낮게 나타났고 자아존중감은 높게 나타났다. 또한 사회적 지지가 높을수록 자아존중 감이 높게 나타났다. 자아존중 감의 매개변수를 검증한 결과 사회적 지지는 자아존중 감을 매개하여 우울증에 영향을 주는 것으로 나타났다. 본 연구 결과를 토대로 보육시설에 거주한 청소년의 우울증을 경감하기위한 실천적 함의를 제시하였다.