• 한국직업건강간호학회지
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• 제21권1호
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• pp.46-54
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• 2012

Purpose: The purpose of this study was to identify the influence of the ego-resilience and social support on the depression among hospital nurses. Methods: The subjects of this study were 369 nurses in a hospital. We used the self-reported questionnaire to assess the level of ego-resilience, social support and depression of hospital nurses. The data were analyzed using descriptive statistics, frequency, t-test, ANOVA and logistic regression. Results: The mean scores of ego-resilience, social support and depression were 42.6, 28.3 and 14.1, respectively. When scores of ego-resilience and social support were high, the level of mild and major depression of subjects decreased. The influencing factors of depression level were the department of work, ego-resilience and social support. Conclusion: The findings suggest that developing programs to improve ego-resilience and social support might be useful. Further study is required to justify the scale on ego-resilience and social support.

• 아동학회지
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• 제31권6호
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• pp.125-134
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• 2010

The aim of this paper is to examine the effects of children's ego-resilience and social support on exam anxiety and school adjustment. The subjects of this study were 534, $5^{th}$ and $6^{th}$ grade students (275 boys and 259 girls) from the Pusan area. The results of this study revealed that the levels of Ego-resilience and social support correlated negatively with exam anxiety, and positively with school adjustment. Therefore the more ego-resilience and social support children felt that they had, the lower the levels of exam anxiety they experience, and the higher their levels of school adjustment. The influence of ego-resilience on exam anxiety was higher than that of social support and the influence of ego-resilience on school adjustment was similar to that of social support. The implications of the present study were also discussed.

• 한국보육지원학회지
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• 제16권6호
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• pp.185-202
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• 2020

Objective: The purpose of this study is to analyze the mediating effect of teacher's ego resilience in the relationship between the social support of colleague teachers and teacher-child interaction. Methods: A survey was conducted on 181 teachers working at early childhood education institutions located in Gyeonggi and Chungbuk regions. The structural equation model was verified with the Mplus 6.0 program. Results: First, the social support of colleague teachers directly affects teacher's ego-resilience and teacher-child interaction, and teachers ego-resilience has a significant effect on teacher-child interaction. Second, the teachers ego-resilience was found to be partially mediated in the relationship between the social support of fellow teachers and teacher-child interaction. With bootstrapping, the mediating effect of teachers ego-resilience was found to be statistically significant between the social support of colleague teachers and teacher-child interaction. Conclusion/Implications: Social support of fellow teachers plays an important role in the positive expression of teacher-child interaction, and the quality of relationships with children can be further enhanced by promoting teachers ego-resilience that mediates the two variables.

• 한국직업건강간호학회지
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• 제21권3호
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• pp.283-289
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• 2012

Purpose: The purpose of this study was to identify the effects of the social support and ego-resilience on the nursing performance among hospital nurses. Methods: The subjects of this study were 369 nurses in a senior general hospital. We used the self-reported questionnaire to assess the level of ego-resilience, social support and nursing performance of hospital nurses. The data were analyzed using descriptive statistics, frequency, t-test, ANOVA, Pearson's correlation coefficient and stepwise multiple regression. Results: This study showed the positive relationship between the social support and ego-resilience on tne the nursing performance of hospital nurses. The higher group of the social support and ego-resilience showed the more performance of hospital nurses. And, the influencing factors on the performance are age, ego-resilience, social support, night working days a month in the order. Conclusion: Further studies will be needed to promote the performance of nurse in hospital and policies to be develop to elevate the social support and ego-resilience of nurses.

• 한국산학기술학회논문지
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• 제18권1호
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• pp.460-466
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• 2017

본 연구는 영아교사의 자아탄력성과 사회적 지지가 소진에 미치는 영향력을 알아보는 것을 목적으로 수행되었다. 연구대상은 제주시에 위치한 어린이집에 근무하는 영아교사 200명이었으며 자아탄력성, 사회적 지지와 소진 척도를 사용하여 설문조사를 실시하였다. 자료분석은 SPSS 18.0 프로그램을 이용하여 기술통계, Pearson의 적률상관계수 및 위계적 회귀분석을 실시하였다. 연구결과 첫째, 영아교사의 소진은 낮았으며 자아탄력성은 높은 것으로 나타났다. 둘째, 영아교사의 자아탄력성이 높을수록, 사회적 지지가 높을수록 소진 수준이 낮은 것으로 나타났다. 셋째, 영아교사의 소진에 대한 자아탄력성과 사회적 지지의 영향력을 살펴본 결과, 사회적 지지보다는 자아탄력성이 더 많은 설명력을 갖는 것으로 나타났다. 이상의 논의를 통해 본 연구에서는 영아교사의 소진과 관련하여 영아교사 자신의 자아탄력성과 사회적 지지가 중요한 영향을 미친다는 것을 확인하였으며, 이를 통해 영아교사의 소진을 감소시키는데 필요한 자아탄력성과 사회적 지지 증진 방안을 모색하는 교사교육 프로그램 개발의 필요성을 시사하였다.

• 한국생활과학회지
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• 제22권2호
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• pp.245-256
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• 2013

This study examined the effects of social support on pre-service early childhood teacher's ego-resilience. The participants were 238 pre-service early childhood teachers in Daejeon Metropolitan City and Chungnam Province. The research instruments were Social Support by Yoon(1993), and Ego-Resilience by Park(1997). Collected data were analysed by F test and Duncon's test for post hoc test, and multiple regression, and Cronbach's ${\alpha}$ for reliability by SPSS PC program(17.0 version). The results were as follows: First, There were no significant differences in social support by education term. However, there were differences between sub-factors of social support by education term. Two-year had higher scores on social support from friends than three-year. Second, there were significant differences in ego-resilience by education term. In the order of four-year, two-year, and three-year had higher scores on ego-resilience. And, there were differences between sub-factors of ego-resilience by education term. Four-year had higher scores on self-confidence than three-year and two-year. In the order of four-year, two-year, and three-year had higher scores on ego-resilience, and anger regulation. Last, social support from friend and social support from professor explained 15% of variance in pre-service early childhood teacher' ego-resilience.

• 가정과삶의질연구
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• 제28권4호
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• pp.29-42
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• 2010

This study examined the effects of ego-resilience and directors' and fellow teachers' social support on childcare teachers' job stress. The participants were 323 childcare teachers in Chung nam Province and Daejeon Metropolitan City. The research instruments were Job Stress Scale by Cho(2004), Ego-resilience Scale by Park(1996) with CPI and CAQ correction, and Social Support Scale by Park(1985). Collected data were analysed by t-test, F test and Scheff$\acute{e}$ test for post hoc test, Pearson's productive correlation and stepwise multiple regression, and Cronbach's $\alpha$ for reliability by SPSS PC program (17.0 version). The results were as follows: First, the childcare teachers' job stress level was low (M=2.51, SD=.63), while ego-resilience level and social support level of directors and fellow teachers (M=3.68, SD=.58; M=3.62, SD=.94; M=3.83, SD=.69, respectively) were above the average. Second, there were significant differences between different levels of ego-resilience and of social support from directors and fellow teachers. Last, directors' social support and childcare teachers' optimistic attitude of ego-resilience were the most dominant variables that affected childcare teachers' job stress level(R2=38.3% for total score of childcare teachers' job stress).

• 아동학회지
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• 제32권1호
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• pp.157-172
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• 2011

The purpose of this study was to investigate the effect of childcare teachers' ego-resilience and directors, co-workers and family's social support to childcare teachers' burnout. The participants in this study were 326 childcare teachers from Daejeon metropolitan city and Chungnam province. They responded to the 'Maslach Burnout Inventory', 'Ego-resilience Scale', and 'Social Support Scale'. The collected data were analyzed by t-test, one-way ANOVA, Pearson's productive correlation, stepwise multiple regression, Duncan test for post hoc test, Cronbach's ${\alpha}$ for reliability, and factor analysis for validity by SPSS PC program (18.0 version). The results were as follows; first, there were significant differences in childcare teachers' burnout scores in relation to the educational levels of childcare teachers, their working hours, children's number per class, and the ages of the children they teach. Second, there were significant negative correlations (r = -.11~-.62) among childcare teachers' ego-resilience, directors, teaching colleagues and family's social supports, and their levels of burnout. Finally, childcare teachers' ego-resilience and teaching colleagues' levels of social support helped explain about 43% the childcare teachers' burnout total scores and about 17~39% of their sub-scores.

• 기본간호학회지
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• 제23권3호
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• pp.310-319
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• 2016

Purpose: This study was done to examine whether risk of suicidal ideation in nursing students as related to social support and ego-resilience, and whether subjective wellbeing mediated the relationships. Methods: Structural equation modeling was applied to test the model in which ego-resilience and social support from family, friends, and others were considered as exogenous variables and subjective wellbeing as a mediating variable. The participants were 285 nursing students who completed self-report measures including the Suicidal Ideation Questionnaire, the Multidimensional Scale of Perceived Social Support, the Ego-Resiliency Scale, and the Index of Wellbeing. Results: Results show that higher scores on family support and ego-resilience were positively associated with subjective wellbeing and negatively with suicidal ideation. Subjective wellbeing mediated the relationships between family support and suicidal ideation, and also ego-resilience and suicidal ideation. Among the three social supports, only family social support had both direct and indirect effects on suicidal ideation. Conclusion: Findings suggest that family support is a useful resource in the prevention of suicidal ideation in nursing students and building supportive relationship with family should be considered as the first step in suicide prevention strategies. Also enhancing ego-resilience could play an important role to reduce suicide risk through promoting well-being.

• 가정과삶의질연구
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• 제25권6호
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• pp.83-94
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• 2007

The purpose of this study was to examine the relationships between ego- resilience and stress coping styles of adolescents. The study also tried to identify differences on stress coping styles based on the level of ego- resilience of adolescents. Ego-resilience showed positive correlations with problem-focused and social support seeking coping styles and a negative correlation with an emotion-focused coping style. Canonical Correlation analysis revealed that self-confidence among four sub-domains of ego-resilience made the most outstanding contributions in predicting stress coping styles of adolescents. The problem-focused coping style had the highest correlation with ego-resilience among the four coping styles. The group of adolescents who had a higher level of ego-resilience reported more problem-focused and social support-seeking coping styles in stressful situations. The results of this study suggested that development of ego-resilience of adolescents who were in the midst of transitions and adjustment problems was important for effective coping strategies.