• Journal of the Korean Society of School Health
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• v.14 no.2
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• pp.237-248
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• 2001

This study was designed to identify the relation between the Perceived Social Support and the Self-care Agency of high school students in a rural area. The subjects for this study were 250 students living in Chonnam province: among first grade, second grade and third grade students were 98, 89 and 63 respectively. The data were collected during the period from April 2 to 4, 2001. The instruments used in this study were the Generally Perceived Social Support Scale developed by Park, J. W.(1985) and Self-Care Agency Questionnarie developed by Deneys(1981). The data were analyzed by descriptive statistic, t-test, ANOVA, and Pearson's correlation using the SAS PC+ Program. The results were as follows: 1. The mean score of the Perceived Social Support was 3.19. 2. The mean score of the Self-care Agency was 2.65. 3. There was a significant differences in school year(F=3.11, p=.046), educational level of the father(F=3.41, p=.035) that of the mother(F=4.07, p=.019), and economic status(F=8.99, p=.000), school performance(F=16.37, p=.000) from Perceived Social Support between general characteristics. 4. There was a significant differences in economic status(F=4.55, p=.004), school performance(F=6.72, p=.002) from self care agency between general characteristics. 5. The relation between the score of the Perceived Social Support and Self-care Agency was significant(r=.49, p=.0001). The relation between the score of the direct Perceived Social Support and Self-care Agency was significant(r=.50, p=.0001) and the relation between the score of the indirect Perceived Social Support and Self-care Agency was also significant(r=.40, p=.0001). In conclusion, it was found that higher score of the Social Support was a higher level of the Self-care Agency, especially the direct Perceived Social Support. The score of the Social Support and Self-care Agency was significantly differentiated according to economic status and school performance.

• The Korean Journal of Community Living Science
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• v.26 no.2
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• pp.335-349
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• 2015

The system of School Meal Service Support Centers was established to support the supply of high-quality food ingredients for school meal services when the School Meal Service Act was amended in 2006. A case study was conducted to examine the operating effects, success factors, and major obstacles of a School Meal Service Support Center which was highly evaluated for its operational efficiency and customer satisfaction. Qualitative data were collected from eight stakeholders (two individuals each from the center, farms, schools, and distributors) through in-depth interviews in July 2013 and analyzed by using the thematic analysis method. The successful operation of the center helped to stabilize income and price among the stakeholders, increase ingredient quality, increase school meal reliability, reduce costs, and promote the consumption of agricultural products. Success factors were identified as the center director's commitment and insights, and the competitive operating system including fair operations, rational pricing, liberal consumer choice, total quality management, and partnerships with distributors. Major obstacles included a lack of diversity in supplied ingredients and a lack of administrative and financial support form the local government. The results can be used as baseline information to vitalize the system of School Meal Service Support Centers and increase the quality of school meal services.

• Journal of the Korean Dietetic Association
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• v.26 no.3
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• pp.196-207
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• 2020

This study was undertaken to provide basic data for revitalizing the school meal support centers and improving school meals, by analyzing the purchase conditions and satisfaction of food according to an adoption of a school meal service support center. Comparing the purchasing efficiency, convenience to purchase, and higher overall satisfaction was achieved when a school meal service support center was adopted by the local government, as compared to non-adopted school meal service support centers. Therefore, it is considered that the adaption of a school meal service support center is urgently required by non-adoption local governments. Moreover, the stability of food material supplies was also higher in the adopted rather than the non-adopted centers. Satisfaction with the quality of food ingredients was also found to be significantly higher in the adopted centers. These results indicate that if the local government adopts and introduces the school meal support center, inconsistencies observed in the return and exchange processes experienced by the non-adopted centers can be resolved, and food quality satisfaction can be improved. We, therefore, propose the necessity to implement a system for determining reasonable pricing by establishing systematic cooperation among schools, manufacturing entities (suppliers), and the School Meal Service Support Center.

• Journal of the Korean Home Economics Association
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• v.47 no.8
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• pp.1-11
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• 2009

This study purposed to examine how school violence victims' coping behaviors are affected by locus of control and social support. Two hundred and thirty fifth and sixth graders from four elementary schools in Seoul filled out School Violence Scale reports of the Seoul Council for Safe School (2002), Attributional Style Questionnaire (Weinstein, 1980) revised by Young Sil Im(2004), Social Support Appraisal Scale (Dubow & Ulman, 1989) revised by Myung Sook Kim(1994), and Stress Coping Behaviors reports(Park & Chung, 2001). The data were analyzed with the descriptive statics and t-test. The results of this study were as follows: First, more children showed internal locus of control than external one under negative circumstances. School violence victims perceived family's support to be more important than friend's and teacher's support. Their coping behaviors were partitioned in the order of active, aggressive, passive/avoidant, and social support seeking. Second, children with internal locus of control used more passive/avoidant coping behavior than those with external one. Third, children who perceived high social support from family used more active and social support seeking coping behavior. Children who perceived low support from friends used more passive/avoidant coping behavior while those with low support from teachers used more aggressive coping behavior. In conclusion, there are differences in stress coping behaviors by victims of school violence based on their internal or external locus of control and perceived social support.

• Journal of the Korean Home Economics Association
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• v.50 no.2
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• pp.65-74
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• 2012

This study was conducted to examine how children perceive emotional support, emotional regulation and self-efficiency. They came mainly from three elementary schools which are located in Gwangju metropolitan city. Questionnaires were provided to these students and the completed questionnaires were collected. Participants were 503 students. The results were as follows. First, only emotional support and self-efficiency directly affected in the school adjustment. Moreover, emotional support was the most influential factor. Second, although emotional support directly affected in the school adjustment, it also indirectly affected in the school adjustment through emotional regulation. Third, emotional regulation did not directly affect in the school adjustment, but on the other hand, it indirectly affected in the school adjustment through self-efficiency.

• Child Health Nursing Research
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• v.12 no.2
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• pp.244-252
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• 2006

Purpose: This study was conducted to find out the relationship among resilience, coping mechanism, social support and family strengths and to explore the predictors for school adolescents' resilience. Method: The subjects of this study were 296 high school adolescents residing in two urban area in Korea. The subjects completed self-report questionnaires measuring Resilience(Jew, et al., 1997), Coping Mechanism(Carver, et al., 1989), Social Support(Lee, 1997) and Family Strengths(Olson 1982). Results: Socio-demographic characteristics of school adolescents influencing resilience, coping mechanism, social support and family strengths were revealed. The results showed that resilience, problem-focused coping, social support and family strengths were correlated positively and self-esteem support, problem-focused coping, sibling's and mother's help, and instrumental support were the predictors of resilience of school adolescents. Conclusion: We found out the specific attributes of individual, social and family factors which predict resilience for school adolescents. These results may suggest further studies to investigate the relationship between stress and resilience, find out other predictors of resilience for Korean school adolescents, examine whether protective factors for adolescents' problem behaviors influence similarly on resilience.

• Korean Journal of Health Education and Promotion
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• v.22 no.2
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• pp.111-124
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• 2005

Objectives: The purpose of this study is to evaluate the impact of psycho-social factors on smoking especially the impact of a social support and stress on smoking among boy's high school students. Methods: This study was conducted by administering a questionnaire to 442 boys' high school students living in Deajeon, Korea. This data were analyzed with the SPSS statistical package using t-test and logistic regression. Major findings of this study are as follows: Results: 1. Analysis of the relationship of smoking, stress and social support: The relationship between stress and smoking and between friend's support and smoking had a positive correlation. But the relationship between parents' support and smoking and between teacher's support and smoking had a negative correlation. 2. Multiple logistic analysis of the impact of stress, social support and general characteristics on smoking: The relationship between stress and smoking had a positive correlation as social support and general characteristics were controlled. In contrast, the relationship between social support -parents', friend's, teacher's support- and smoking had no significant correlations as stress and general characteristics were controlled. The risk factors of smoking of boy's high school students were smoking friends, drinking, a type of school, pocket money per month, and stress. And the most powerful predictor of smoking was smoking friends(OR=12.35). Conclusions: The results showed that the variables affecting mainly on smoking were the personal background -smoking friends, drinking, a type of school, pocket money per month- and stress. Therefore, these findings give useful information for constructing a program against smoking or educating about smoking.

• The Journal of Korean Society for School & Community Health Education
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• v.13 no.3
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• pp.43-56
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• 2012

Objectives: The main purpose of this study was to examine factors influencing depression of middle school students in relation to coping behavior, social support, and self-esteem. Methods: The questionnaire survey was carried out on a convenience sample of 442 middle school students. The data analysis procedure included frequency, t-test, ANOVA, Pearson correlation coefficients, and stepwise multiple regression using depression as the dependent variable. Results: The prevalence of depression was 16.7%. Multiple regression revealed that the factors such as "negative" coping(${\beta}$=.29, p<.001), friend support(${\beta}$=-.23, p<.001), "social support pursuing" coping(${\beta}$=-.22, p<.001), school record(${\beta}$=.15, p<.001), self-esteem(${\beta}$=-.13, p<.01), family support(${\beta}$=-.13, p<.01), "agressive" coping(${\beta}$=.11, p<.01) turned out to be significant affecting factors. Forty six percent of varience in depression was explained by these factors. Conclusion: The results of this study suggest that to prevent the occurrence of depression, psychosocial aspects including emotional support should be considered when developing mental health education program for middle school students.

• Journal of the Korea Society of Computer and Information
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• v.17 no.8
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• pp.171-179
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• 2012

This study is to test moderating effects of family support, friend's support and teacher's support in the relationship between experienced violence in school and adolescent suicidal impulse. For the purpose of this study, 298 adolescents who were experienced violence in school were sampled and surveyed. The analytical results are the followings: Moderating effects of family support, friend support and teacher support are significant in the relationship between experienced violence and depression. They are also significant in the relationship between experienced violence and suicidal impulse. On the other hand, only family support is significant in the relationship between depression and suicidal impulse. This study suggests some policy implications based on this findings.

• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.17-26
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• 2013

The purpose of this paper is to analyze how social supports, such as family, teachers, and friends, affect the school adjustment of children who were abused by their parents, and suggest the interventional solutions in order to improve the social support system and school adjustment. 692 children, aged 4 to 6 in primary schools in Busan, were chosen for the survey and all of them are currently under children's service. Among the respondents, 485 children (70.1%) have experienced abuse, and neglect was the most frequent abuse experienced among them. Neglected children were influenced by teachers, families and friends' support in terms of social support for school adjustments. However, the emotionally abused children were influenced by families, teachers and friends in terms of social support for school adjustments. In addition, children who experienced physical abuse have been influenced by families and teachers'support. Support from friends has no meaning for them. As a result, this paper suggests that an effective interventional solution will be necessary for the school adjustment of abused children. The effective interventional solutions are firstly that neglected children require a high level of attention from their teachers and teachers should encourage parents with parental education and counseling to be helpful for their children. Secondly, emotionally abused children require strong family support through parents'education for child development and caring support programs. Finally, physically abused children need caring programs which develop supportive relationship skills both with parents and teachers for their adjustment in school.