• 제목/요약/키워드: social self-esteem

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초등학교 아동이 지각한 아버지의 양육행동 및 양육참여도가 자아존중감과 학교생활 적응에 미치는 영향 (The Effect of Father's Child Rearing Behavior and Child Rearing Involvement Perceived by Children on Children's Self-Esteem and School Adjustment)

  • 김미인;장영애
    • 한국지역사회생활과학회지
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    • 제18권3호
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    • pp.379-390
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    • 2007
  • The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.

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Reasoner's Building Self-esteem에 근거한 원예치료 프로그램이 청소년의 자아존중감에 미치는 영향 (Effect of Horticultural Therapy Program Based on Reasoner's Building Self-esteem for Juveniles)

  • 김혜지;이상미;서정근
    • 원예과학기술지
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    • 제28권5호
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    • pp.877-883
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    • 2010
  • 본 연구는 Reasoner's building self-esteem에 근거한 자아존중감 향상 원예치료 프로그램이 청소년의 자아존중감에 미치는 영향을 알아보고자 실시되었다. 담당 지역사회교육 전문가(사회복지사)에게 추천 받은 중학생 14명 중 본 프로그램에 참여가 적합한 실험군 7명과 대조군 7명을 대상으로, 2009년 4월부터 2009년 7월까지 이루어졌다. 실험 결과, 실험군은 사후에 자아존중감 중위수가 높아졌고, 통계적으로 유의한 차이를 나타냈으나(p=$0.046^*$), 대조군은 사후에 자아존중감 중위수가 낮아졌으며 통계적으로 유의한 차이를 보이지 않았다(p=0.610). 자아존중감 하위영역별 점수 변화에서 실험군은 사회적 자아존중감에서 통계적으로 유의한 증가를 보였으나(p=$0.018^*$), 대조군은 모든 하위영역 점수에서 유의한 차이를 보이지 않았다. 본 연구결과를 통해 Reasoner's building self-esteem에 근거한 원예치료 프로그램이 청소년의 자아존중감 향상에 적절한 도구로 활용 가능함을 검증했다는 점에서 본 연구의 의의가 있으며, 향후 임상에서 활용할 수 있을 것으로 기대한다.

아동의 우울 및 불안경향과 자아존중감 및 정서지능과의 관계 (Relationships between Children′s Depression and Anxiety and Their Self-Esteem and Emotional Intelligence)

  • 최영희;박영애;박인전;신민섭
    • 가정과삶의질연구
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    • 제20권2호
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    • pp.203-214
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    • 2002
  • This study of the relationships between children's depression and anxiety and their children's self-esteem and emotional intelligence had a sample of 984 5th grade children The higher the levels of children's depression and anxiety were, the lower their self-esteem consisting of scholastic competence, social acceptance, atheletic competence, physical appearance, behavioral conduct, and global self-worth were. The higher the levels of children's depression and anxiety were, the lower their emotional intelligence(EI) consisting of self-regulation and emotion utilization, perception of emotion, other-regulation and self-expression were. For boys, scholastic competence and social competence among children's self-esteem factors were the factors best explained by children's depression and anxiety. In addition, boy's perception of emotion was explained by their depression and anxiety. For girls, on the other hand global self-worth and social competence among self-esteem factors were the two factors best explained by their depression and anxiety. Self-regulation and emotion utilization was the El factor best explained by depression and anxiety among girls.

방과 후 교육 프로그램이 결손가정아동의 지각된 사회적지지, 자아존중감, 행동문제에 미치는 영향 (Impact of After-School Education Programs on the Perceived Social Support, Self-Esteem and Behavioral Problems of Children from Broken Families)

  • 한진숙;문영숙
    • 부모자녀건강학회지
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    • 제10권2호
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    • pp.123-135
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    • 2007
  • Purpose: This study was to examine whether there were any differences in perceived social support, self-esteem and behavioral problems between children from broken families who participated in after-school education programs and others from broken families. Method: The subjects in this study were 45 children from dispersed families who were housed in a social-welfare agency in the city of Daejeon. Out of them, 22 children were grouped into an after-school educated group, and the others were selected as a uneducated group. SPSS program was used to analyze the collected data, and statistical data on real number and percentage were obtained. Besides, $x^2$-test and T-test were employed as well. Result: The major findings of the study were as follows: First, the perceived social support intergroup gap between the after-school educated group and uneducated group was not statistically significant. Second, the self-esteem intergroup gap was statistically significant(p<.01). Third, the delinquent behavior intergroup gap was statistically significant (p<.05). Fourth, as for correlational relationship among their perceived social support, self-esteem and behavioral problems, perceived social support has a positive correlation to self-esteem in the educated group(r=0.62, p<.01), and self-esteem was negatively correlated to internalizing problems in that group(r=-0.59, p<.01). The correlation of those factors was statistically significant. Conclusion: It has been confirmed that the after-school education program of broken familie child is very important in the healthy development of the children.

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방사선과 대학생의 감성지능이 자아존중감에 미치는 영향 (The Effects of Emotional Intelligence on Self-Esteem of College Student Majoring Radiology)

  • 김형태
    • 대한방사선기술학회지:방사선기술과학
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    • 제34권3호
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    • pp.231-237
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    • 2011
  • 복잡한 사회의 정보와 혼란 속에 청소년들의 자기인식과 자기실현을 위하여 중요한 심리, 성격적 요인이라고 할 수 있는 요인 중 하나가 자아존중감(Self-Esteem)이다. 이에 본 연구는 전국의 방사선과 대학생들을 편의추출하여 방사선과 대학생들의 일반적 특성 중 자아존중감에 미치는 요인을 찾아보고 또 감성지능이 자아존중감에 미치는 요인을 찾아봄으로써, 방사선과 학생을 지도하고 가르치는 환경과 방향을 제언하고자 한다. 연구결과 일반특성에서는 연령은 전반적 자아존중감에, 성별과 성적은 사회적 자아존중감에, 건강은 전반적 자아존중감, 사회적 자아존중감, 가정에서 자아존중감에 유의한 영향을 미치는 것으로 나타났다. 감성지능은 타인감성이해가 전반적 자아존중감에 미치는 영향을 제외하고 모두 유의하게 영향을 미치는 것으로 나타났다.

한국 어머니의 자녀교육열 : 가정의 사회인구학적 특성과 어머니의 심리적 특성을 중심으로 (Korean Mothers' Fervor for their Children's Education with a Focus on the Demographic and Psychological Characteristics)

  • 김송이
    • 대한가정학회지
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    • 제46권2호
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    • pp.13-23
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    • 2008
  • This study examined effects of demographic characteristics, mothers' perceived social pressure regarding their children's education, social conspicuousness, competitiveness, and self-esteem on the mothers' fervor for their children's education. These effects were analysed separately by residential area. A total of 231 mothers who had children attend middle school at Mok-dong and Ahyun-dong surveyed by questionnaire. There were significant differences based on the mothers' residential area. Mok-dong mothers have a higher perceived social pressure about child education, self-esteem, education fervor for their child, and monthly income and fathers' and mothers' education level than Ahyun-dong mothers. In Mok-dong mothers, only demographic characteristics of the family significantly explained the mothers' education fervor. Specifically, monthly income and fathers' education level were positively related to education fervor of Mok-dong mothers. Ahyun-dong mothers' social pressure about child education and self-esteem significantly explained mothers' education fervor for their child after controlling their demographic characteristics. Specifically, positive social pressure and positive self-esteem were positively related to mothers' education fervor about their child.

시설보호청소년의 사회적 지지와 진로결정수준과의 관계에 대한 자아존중감의 조절효과 검증 (The Moderating Effects of Self-Esteem on the Link between Social Support and Career Decision-Making Level of Youth in Residential Care)

  • 방은미;장신재
    • 대한가정학회지
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    • 제47권4호
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    • pp.111-119
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    • 2009
  • The purpose of this study was to examine the moderating effect of self esteem on the link between social support(e.g. from family, friends and significant others) and career decision-making level of youth in residential care. Data for this study were collected from 14 nationwide institutions between June 10th to June 20th, 2008. Selfreporting surveys were employed to gather information from 412 sources within these institutions. Collected data were analyzed by SPSS program(12.0). The results were as follows: Stepwise multiple regression showed that self-esteem could be used to predict career decision-making level($\beta$ = -.262, p < .001). Furthermore, self-esteem had a moderating effect on the relationship between social support and career decision-making level($\beta$ = -.749, p < .001). Specifically, self-esteem and the scale of social support from family, friedns or significant others had a moderating effect on career decision-making level($\beta$ = - .118, p < .001). The implication of these findings on career decision-making intervention of youth in residential care and future research priorities are discussed.

간호대학생의 자존감, 자아탄력성, 사회적지지가 대학생활적응에 미치는 영향 (Effect of Self-Esteem, Ego-Resilience, Social Support on Nursing student's Adjustment to College)

  • 곽윤경
    • 한국산학기술학회논문지
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    • 제14권5호
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    • pp.2178-2186
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    • 2013
  • 본 연구의 목적은 간호대학생들의 자존감, 자아탄력성, 사회적지지, 대학생활적응 수준을 확인하고 간호대학생들의 대학생활적응의 예측 요인을 파악하는 것이다. 연구대상자는 T광역시에 소재하는 3개 전문대학 간호학과 학생 437명이었다. 자료수집을 위한 설문조사는 2011년 10월 9일부터 11월 27일까지 실시되었다. 연구결과, 대상자가 인식하는 자존감이 높을수록, 자아탄력성이 높을수록, 사회적지지 수준이 높을수록 대학생활적응을 잘하는 것으로 나타났다. 이들 세 변인의 대학생활적응에 대한 설명력은 40.4%였으며(F=6.732, p=.010), 특히 자존감은 간호대학생의 대학생활적응을 32.2% 설명함으로써 간호대학생들의 대학생활적응을 예측하는 가장 중요한 요인으로 확인되었다(${\beta}$=.362, p<.001). 본 연구결과에 의하면, 간호대학생들의 대학생활적응을 위해서는 간호교육과정 개발시 간호대학생들의 자존감을 고려할 것과 간호대학생들의 자존감을 증진시킬 수 있는 프로그램 개발이 필요할 것이다.

MMORPG에서 길드 구성원들의 사회적 지지와 심리적 요인들이 플로우 및 충성도에 미치는 영향 (The Impacts of Social Support and Psychological Factors on Guild Members' Flow and Loyalty in MMORPG)

  • 강주선;고윤정;고일상
    • Asia pacific journal of information systems
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    • 제19권3호
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    • pp.69-98
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    • 2009
  • We investigated what factors motivate gamers to participate in a guild and why they continue to be engaged as members of the guild. We find that, based on the result of focus group interviews with MMORPG gamers, social support and self-esteem factors play important roles. Considering both prior research and the focus group interviews we have conducted, we define social support and character control as independent variables. Character identity, guild identity, and self-esteem are proposed as mediating variables while guild flow and game loyalty as dependent variables. Accordingly, we develop the research model and hypotheses, and verify them empirically. Based on our experiences of playing the WoW game, we proposed a research model and conducted focus-group interviews (FGIs). FGIs involve formulating a hypothesis and then collecting some relevant data. FGIs were conducted face-to-face with students of C University in Korea. We formulated structured interview schedules, and the questions were based on our research variables and personal experiences. The questions for the interviews encompassed the following areas: (a) the demographic characteristics of the focus group; (b) the number of years for which respondents had played online games; (c) the motive for starting a game; (d) the number of game-characters assumed by each gamer; (e) the type of game played; and (f) other issues such as the reasons for involvement in the play, the willingness to reuse the game in case new versions were released, etc. On average, it took two hours to interview each of three groups. A primary set of FGIs was conducted with three groups on the premise that there would be some differences caused by character race (Horde vs. Alliance) or by playable server (Normal vs. Combat). With respect to the manner of playing, we found that guild members shared information, felt a sense of belonging, and played computer games for quite a long time through the guild; however, they did not undergo these experiences when playing alone. Gamers who belonged to a specific guild helped other players without expecting compensation for that, freely shared information about the game, gave away items for free, and more generous with other members who made mistakes. The guild members were aware of the existence other members and experienced a sense of belonging through interactions with, and evaluations from, other players. It was clear that social support was shown within the guild and that it played an important role as a major research variable. Based on the results of the first FGIs, a second set of in-depth FGIs was carried out with a focus on the psychology of the individual within the guild and the social community of the guild. The second set of FGIs also focused on the guild's offline meetings. Gamers, over all, recognize the necessity of joining a community, not only off-line but also online world of the guild. They admit that the guild is important for them to easily and conveniently enjoy playing online computer games. The active behavior and positive attitudes of existing guild members can motivate new members of the guild to adapt themselves to the guild environment. They then adopt the same behaviors and attitudes of established guild members. In this manner, the new members of the guild strengthen the bonds with other gamers while feeling a sense of belonging, and developing social identity, thereby. It was discovered that the interaction among guild members and the social support encouraged new gamers to quickly develop a sense of social identity and increase their self-esteem. The guild seemed to play the role of socializing gamers. Sometimes, even in the real world, the guild members helped one another; therefore, the features of the guild also spilled over to the offline environment. We intend to use self-esteem, which was found through the second set of FGIs, as an important research variable. To collect data, an online survey was designed with a questionnaire to be completed by WoW gamers, who belong to a guild. The survey was registered on the best three domestic game-sites: 'WoW playforum,' 'WoW gamemeca,' and 'Wow invent.' The selected items to be measured in the questionnaire were decided based on prior research and data from FGIs. To verify the content of the questionnaire, we carried out a pilot test with the same participants to point out ambiguous questions as a way to ensure maximum accuracy of the survey result. A total of 244 responses were analyzed from the 250 completed questionnaires. The SEM analysis was used to test goodness-of-fit of the model. As a result, we found important results as follows: First, according to the statistics, social support had statistically significant impacts on character control, character identity, guild identity and self-esteem. Second, character control had significant effects on character identity, guild identity and self-esteem. Third, character identity shows its clear impact on self-esteem and game loyalty. Fourth, guild identity affected self-esteem, guild flow and game loyalty. Fifth, self-esteem had a positive influence on the guild flow. These days, the number of virtual community is rising along with its significance largely because of the nature of the online games. Accordingly, this study is designed to clarify the psychological relationship between gamers within the guild that has been generally established by gamers to play online games together. This study focuses on the relationships in which social support influences guild flow or game loyalty through character control, character identity, guild identity, and self-esteem, which are present within a guild in the MMORPG game environment. The study results are as follows. First, the effects of social support on character control, character identity, guild identity and self-esteem are proven to be statistically significant. It was found that character control improves character identity, guild identity and self-esteem. Among the seven variables, social support, which is derived from FGIs, plays an important role in this study. With the active support of other guild members, gamers can improve their ability to develop good characters and to control them. Second, character identity has a positive effect on self-esteem and game loyalty, while guild identity has a significant effect on self-esteem, guild flow and game loyalty. Self-esteem affects guild flow. It was found that the higher the character and guild identities become, the greater the self-esteem is established. Contrary to the findings of prior research, our study results indicate that the relationship between character identity and guild flow is not significant. Rather, it was found that character identity directly affects game players' loyalty. Even though the character identity had no direct effect on increasing guild flow, it has indirectly affected guild flow through self-esteem. The significant relationship between self-esteem and guild flow indicates that gamers achieve flow, i.e., a feeling of pleasure and excitement through social support. Several important implications of this study should be noted. First, both qualitative and quantitative methods were used to conduct this study. Through FGIs, it was observed that both social support and self-esteem are important variables. Second, because guilds had been rarely studied, this research is expected to play an important role in the online community. Third, according to the result, six hypotheses (H1, H5, H6, H7, H8, and H11) setup based on FGIs, were statistically significant; thus, we can suggest the corresponding relationships among the variables as a guideline for follow-up research. Our research is significant as it has following implications: first, the social support of the guild members is important when establishing character control, character identity, guildidentity and self-esteem. It is also a major variable that affects guild flow and game loyalty. Second, character control when improved by social support shows notable influence on the development of character identity, guild identity and self-esteem. Third, character identity and guild identity are major factors to help establish gamers' own self-esteem. Fourth, character identity affects guild flow through self-esteem and game loyalty. The gamers usually express themselves through characters; the higher character identity is, the more loyalty a gamer has. Fifth, guild identity, established within the guild, has clear effects on self-esteem, guild flow and game loyalty. Sixth, qualitative and quantitative methods are employed to conduct this study. Based on the results of focus group interviews and SEM analysis, we find that the social support by guild members and psychological factors are significant in strengthening the flow of guild and loyalty to the game. As such, game developers should provide some extra functions for guild community, through which gamers can play online games in collaboration with one another. Also, we suggest that positive self-esteem which is built up through social support can help gamers achieve higher level of flow and satisfaction, which will consequently contribute to minimizing the possibility for the players to develop negative attitude toward the guild they belong to.

아동의 심리사회적인 발달과 또래 괴롭힘의 가해·피해·친사회적 행동과의 횡·종단적인 관계 (Concurrent and Prospective Relationships between Children's Psychosocial Development and Bullying, Victimization, and Prosocial Behavior)

  • 심희옥
    • 아동학회지
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    • 제23권3호
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    • pp.1-15
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    • 2002
  • The subjects of this study were 4th to 6th grade children and instruments were the Teenage Inventory of Social Skills, the Internal-External Control Scale, the Self-Esteem Scale, and the Peer Relations Questionnaire. In the concurrent study, children lower in social skills and in self-esteem and external in locus of control reported more bullying and victimization. Children higher in social skills and in self-esteem and internal in locus of control reported more prosocial behavior. In the prospective study, children lower in social skills were more involved in bullying and victimization. Children higher in social skills reported more prosocial behavior. The effects of locus of control and self-esteem on peer relations diminished over time. However, social skills had a significant influence on bullying, victimization and prosocial behavior up to two years later. Children lower in psychosocial development were more vulnerable to peer victimization.

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