• 대한가정학회지
• /
• 제39권10호
• /
• pp.153-168
• /
• 2001

The objects of this study were to find out the effects of peer relations and perceived cognitive self-competence according to 1) grade, sex, and self-care, 2) parental social status and monitoring. 429 3rd- and 6th-graders (238 boys and 191 girls) were included as subjects. For measuring variables, RCP, Harter's Perceived Cognitive Self-Competence Rating Scale, and Parental Monitoring Questionnaire based on Crouter et al.(1990) were used. The data were analysed by MANOVA, t-test, and univariate ANOVA. The results were as follows.‘Social-Leadership’of peer relations was influenced by children's grade, grade $\times$ sex effects. 3-way interaction of children's variables and parental monitoring made significant differences in ‘Shy-Isolation’. Children's perceived cognitive self-competence was influenced by their grade and parent's social status. These results confirmed the significant roles of self-care and parental monitoring in children's development.

• 한국임상보건과학회지
• /
• 제2권2호
• /
• pp.98-106
• /
• 2014

Purpose. The purpose of this study is to investigate how professional self-concept and ego-resilience of nursing students affect their clinical competence. Methods. This study conducted a structured-questionnaire survey with 143 nursing students to look into their professional self-concept, ego-resilience and clinical competence. Results. According to the study result, professional self-concept scored 2.85 on average out of 4 points, ego-resilience 3.61 on average, and clinical competence 3.48 on average. It was found that clinical competence had significantly positive correlations with professional self-concept (r=.58, p<.01) and ego-resilience (r=.44, p<.01). According to regression analysis, the factors affecting clinical competence were professional self-concept, ego-resilience, and academic grades in order, and explanatory power was 39.5%. Conclusions. Given the above results, in order to improve clinical competence of nursing students, nursing educational institutes need to find an educational plan which can contribute to increasing professional self-concept, ego-resilience, and academic grades.

• 기본간호학회지
• /
• 제22권3호
• /
• pp.328-337
• /
• 2015

Purpose: This study was conducted to identify effects of self-esteem, empathy and existential well-being on spiritual care competence in nursing students. Methods: Participants were 357 nursing students from three colleges in G metropolitan city. The survey was conducted from March 11 to April 3, 2015, with a self-report questionnaire. Data were analyzed using descriptive statistics, independent t-test, one-way ANOVA, Scheffe test, Pearson correlation coefficient and stepwise multiple regression analysis with SPSS version 21.0. Results: Differences in spiritual care competence were statistically significant according to experience in providing spiritual care and recognition of need for spiritual care. There were significant differences in self-esteem, empathy and existential well-being according to satisfaction with major, satisfaction with life and recognition of the need for spiritual care. Spiritual care competence of nursing students showed a significantly positive correlation to self-esteem, empathy and existential well-being. Factors influencing spiritual care competence were recognition of need for spiritual care, self-esteem, empathy and experience in providing spiritual care, which explained about 16% of spiritual care competence. Conclusion: Results indicate the importance of developing an intervention program for nursing students to strengthen spiritual care competence through improved recognition of needs for spiritual care, self-esteem, empathy and experience in providing spiritual care.

• 한국보육지원학회지
• /
• 제15권4호
• /
• pp.37-57
• /
• 2019

Objective: The purpose of this study was to examine the sequential mediating effects of self-esteem and positive peer play interaction between warmth parenting and the social competence of preschoolers. Methods: The 7th wave of the Panel Study on Korean Children(2014) was used to analyze 1,113 preschoolers. Sequential mediation effects were analyzed using SPSS Process Macro(Hayes, 2013). Results: Warmth parenting indirectly affected preschooler's social competence (cooperation, assertion, self-control) by yielding sequential mediation effects on self-esteem and peer play interaction. Namely, warmth parenting does not directly affect social competence but does have a significant effect on preschooler self-esteem, which positively affected peer play interaction. This path increases the social competence(cooperation, assertion, self-control) of preschool children. Conclusion/Implications: In order to increase the social competence (cooperation, assertion, self-control) of preschool children, it is important for the preschooler to consider themselves a worthy person and to learn positive interaction techniques through warmth parenting.

• 한국도서관정보학회지
• /
• 제39권2호
• /
• pp.213-226
• /
• 2008

본 연구에서는 독서치료가 아동의 사회성 발달에 어떠한 영향을 미치는 지를 연구하였다. 구체적으로 초등학교 6학년을 대상으로 독서치료가 자아존중감과, 자기조절능력, 교우관계 등 사회성의 발달에 유의미한 효과가 있는지를 분석하였다. 그 결과 독서치료와 아동의 사회성 향상에는 밀접한 관련이 있는 것으로 나타났다. 이러한 연구결과는 독서치료를 통해 아동들에게 다른 사람과 원만한 관계를 맺기 위해 필요한 바람직한 사회적 기술을 습득하고 발달시키는데 도움이 될 것이라 기대한다.

• 가정과삶의질연구
• /
• 제9권1호통권17호
• /
• pp.131-144
• /
• 1991

The present study investigated childrens' self-perceived competence as related to(1) home environment variables (2) school grades and sexes of children. The subjects were 297 fourth-and sixth grade-children selected from two elementary schools on Seoul. The instruments were a children's self-perceived competence scala and the HOME scale. Frequences, correlation, two way-ANONA and multiple regression were used for data analysis. There were correlations between home environment variables and children's self-perceive competence partially. Fourth grade children perceived themselves higher than sixth grade children in global self-worth. Boys perceived themselves higher than girls in physical competence. The variables that influence on children's self-perceived competence very with their grades and sexes.

• 가정과삶의질연구
• /
• 제30권5호
• /
• pp.17-27
• /
• 2012

The purpose of this study was to investigate relations among father attachment/mother attachment, self-competence and ego-resiliency in school aged children. Path analysis was utilized to examine relations among variables. The subjects were 701 school children attended in elementary schools in Daegu and Gyeongbuk Province. The collected data were analyzed by Structural Equation Modeling(SEM), by the use of SPSS 19.0. and AMOS 19.0 Results indicate that (1) Both of father attachment and mother attachment have not direct effect on ego-resiliency but self-competence has direct effect on ego-resiliency. (2) Father attachment and mother attachment influence ego-resiliency in paths through self-competence. And father attachment influence more on self-competence and ego-resiliency than mother attachment.

• 동서간호학연구지
• /
• 제26권2호
• /
• pp.176-184
• /
• 2020

Purpose: The purpose of this study was to investigate the influence of nursing students' self-reflection and insight, and academic selfefficacy on their clinical reasoning competence. Methods: Data were collected from 147 third- and fourth-year nursing students who had more than 6 months of clinical training experience. Clinical reasoning competence, self-reflection and insight, and academic self-efficacy were measured using self-reported questionnaires. Data analysis was conducted with IBM SPSS 25.0 using one-way ANOVA, independent t-test, Pearson correlation coefficient, and multiple regression analysis. Results: Clinical reasoning competence was positively correlated with self-reflection and insight (r=.24, p=.003) and academic self-efficacy (r=.30, p<.001). Academic self-efficacy (β=.23, p=.011), dissatisfaction with major (β=-.17, p=.034), and 5~8 case studies (β=-.39, p=.027) were identified as factors influencing clinical reasoning competence (adjusted R²=.15). Conclusion: To improve the clinical reasoning competence of nursing students, it is necessary to develop the academic self-efficacy of complex cases and provide critical inquiries, debriefing tailored to clinical reasoning, and sufficient reflection during clinical and simulation practice.

• 아동학회지
• /
• 제23권6호
• /
• pp.49-63
• /
• 2002

A total of 227 children and their mothers participated in this study of the relationships between mother's thinking style and parenting self-efficacy and between parenting self-efficacy and children's social competence. Data were gathered with Thinking Style Scale Questionnaire, Parenting Self-efficacy Scale, and Social Competency Scale: Preschool. Correlation and multiple regressions were used for data analyses. A statistically significant correlation between mother's thinking styles and parenting self-efficacy and between mother's parenting self-efficacy and children's social competence emerged. That is, mothers whose thinking styles were legislative, hierarchical, and liberal had more parenting self-efficacy, and children whose mothers felt more confidence in their parenting had a higher degree of social competence.

• 한국보건간호학회지
• /
• 제29권3호
• /
• pp.452-462
• /
• 2015

Purpose: The purpose of this study was to examine the influence of attribution disposition and self-efficacy on clinical practice competence of nursing students. Methods: A descriptive survey design was used. Participants were 214 nursing students who were collected using a structured questionnaire. Data were analyzed by frequencies, t-tests, ANOVA, Pearson correlation coefficients and multiple stepwise regression via spss win 21.0. Results: The total mean score for attribution disposition was $3.73{\pm}0.46$, self-efficacy was $3.20{\pm}0.42$, and clinical competence was $3.44{\pm}0.47$. Clinical competence is significantly and positively correlated with attribution disposition (r=.179, p=009) and self-efficacy (r=.379, p<.001). In a multivariate approach, predictors included explained 33.5% of variance in clinical competence. Significant predictors of clinical competence were attribution disposition (${\beta}=.245$, p<.001), self-efficacy (${\beta}=.380$, p<.001), and satisfaction with the nursing (${\beta}=.246$, p<.001). Conclusion: Development of an effective intervention program is needed to improve nursing students clinical practice competence, attribution disposition and attribution disposition of nursing students.