• Korean Journal of Child Education & Care
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• v.18 no.4
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• pp.51-63
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• 2018

Objective: The purpose of this study was to verify the influence of educare teachers' self-encouragement and social support on their psychological burnout. Methods: This study was 329 educare teachers working in Jeju Special Self-Governing Province. The questionnaire for this study (self-encouragement scales, social support scales, and psychological burnout scales) was conducted and t-test, F-test, Turkey post test, Pearson Correlation analysis, simple regression analysis and multiple regression analysis was conducted by using the SPSS windows 18.0 program. Research results of analysis were as follows. Results: First, the difference of self-encouragement of educare teachers was remarkable according to age group and that of social support noticeable according to age group and career while that of psychological burnout was noticeable according to age group and marital status. Second, educare teachers' self-encouragement and social support has negative correlation with their psychological burnout. Third, educare teachers' self-encouragement and social support affect their psychological burnout in negative manner. In particular, self-encouragement functions, more than social support, as a main factor in reducing psychological burnout. Conclusion/Implications: These results can be utilized as basic data for developing education and counselling programs designed to provide emotional stability for educare teachers and help them give more positive child-care service.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.3
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• pp.390-399
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• 2008

The purpose of this study is to clarify variables dichotomizing adolescents into online game addiction-latency group and non-addiction group. Based on ecologic theory, individual system(self-esteem, self-control, depression, stress-coping strategy), family system(parental support), and social system(teachers' support and peer-group support) were suggest for variables affecting online game addiction of adolescents. 612 adolescents were tested for game addiction, self-esteem, self-control, depression, stress-coping strategy, and social supports from parents, teachers, and peer group. Independent t-tests showed between-group differences in self-esteem, self-control, depression, aggressive, and negative-avoiding stress-coping strategies, parental support, and peer-group support. Binary logistic regression analyses revealed that aggressive stress-coping strategy of social system and peer-group support of social system had significant influences on the division of the groups.

• Research in Community and Public Health Nursing
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• v.28 no.4
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• pp.463-471
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• 2017

Purpose: This study aimed to identify the association between psychosocial work environment and depressive symptoms among Korean teachers. Methods: Data on 235 elementary school teachers and 341 middle and high school teachers was obtained from the 2014 Korean Working Condition Survey. The effect of psychosocial work environment on depressive symptoms was determined by multiple logistic regression analyses. Results: The prevalence of depressive symptoms was 18 % in elementary school teachers and 24 % in middle and high school teachers. When adjusted for demographics and other socio-psychological and environmental factors, 'social community at work' served as a protection factor for Korean teachers' depressive symptoms. In addition, 'cognitive demands' in elementary school teachers and 'social support from supervisors' in middle and high school teachers were found to be predictors of depressive symptoms. Conclusion: Interventions to increase 'social community at work' and 'social support from supervisors', and to decrease 'cognitive demands' may be helpful for Korean teachers at risk of depression.

• Child Health Nursing Research
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• v.15 no.2
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• pp.219-227
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• 2009

Purpose: This study was done to evaluate depression in child cancer survivors. Methods: The participants in this descriptive research were 103 adolescents who agreed to participate. All of the adolescents were diagnosed as completely cured but remained under follow-up observation as outpatients. A structured questionnaire including the depression scale developed by Shin et al. (1991), a self-esteem scale developed by Rosenberg (1965) and a social support scale developed by Kim & Park (1999), Lee (1997) were used for data collection. The data were analyzed using SPSS. Results: The mean scores were, for self-esteem, 36.01, for paternal support, 57.21, for maternal support, 59.98, for peer support, 22.19, for teachers support, 21.07 and for depression, 27.95. Scores for depression were significantly different according to academic achievement, satisfaction with appearances, diagnosis and prognosis. Depression was negatively correlated with self-esteem, paternal support, maternal support, peer support, and teachers support. Variables affecting depression were peer support and self-esteem, accounting for 47.0% of the variance. Conclusion: The findings indicate that peer support and self-esteem, follow by maternal, paternal and teachers support, are important variables in the occurrence of depression in these adolescents. Further study is needed to develop strategies to increase this support and self-esteem.

• Korean Journal of Child Studies
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• v.18 no.1
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• pp.39-52
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• 1997

This study focused on factors influencing Internal and external problem (depression and antisocial) behavior among late-elementary children. Subjects were 481 boys and girls enrolled in the fourth. fifth. and sixth grades of public school. The contribution of grade. sex. stress, self-esteem. and social support from parents, teachers, and friends as well as school performance were studied. The instruments were the Adolescent Perceived Events Scale, the Self-Esteem Scale, the Social Support Scale for Children, the Revised Korean Version of the Center for Epidemiologic Studies' Depression Scale and Antisocial Behavior Scale. Results indicated that sex, stress, self-esteem, and the support of parents, teachers and friends reduced the level of depression. Grade, sex, stress, self-esteem, and teachers' support were related to the level of antisocial behavior. The results were discussed in terms of the effects of stress, personal and social resources, and school achievement on depression and antisocial behavior.

• Korean Journal of Child Education & Care
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• v.17 no.4
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• pp.71-90
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• 2017

This study aimed to investigate structural relationships of social support between job satisfactions and educare teacher's vocational calling. This study conducted a questionnaire survey on 270 educare teachers in Chungcheong area (Daejeon and Chungnam). The survey was conducted from July 1, 2017 to August 14, 2017. And it used 257 responses(95.1%) for analysis data except 14 responses due to their unfaithful or unreliable replies. Research results of analysis were as below. First, direct effect of vocational calling on social support was statistically significant. Second, it showed that both vocational calling and social support had positive effect. Third, it was found that vocational calling had significant influence on job satisfaction through social support. In conclusion, it was known that job satisfaction became higher if vocational calling of educare teachers received social support. It is required to systematically establish social and psychological support system raising vocational calling of educare teachers.

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.157-174
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• 2012

The purpose of this study was to explore factors associated with life satisfaction among nursery school teachers. To accomplish the study purpose, this study first classified several variables into three broad categories including work environment (social support & work environment), job-related environment (work-related stress & job satisfaction), and burnout. And then, 302 nursery school teachers across the country were surveyed in order to explore whether those factors were associated with life satisfaction. The overall results were as follows. First, social support and work environment had a direct impact on the satisfaction with life. Second, social support and job satisfaction had a direct influence on job satisfaction. Third, social support, work-related stress and job satisfaction directly influenced burnout. Fourth, job-related environment, job satisfaction, and burnout had a direct impact on life satisfaction. Overall, it was found that job-related environment, job satisfaction, and burnout had a direct influence on life satisfaction among nursery school teachers and social support and work-related stress had an indirect effect on life satisfaction via burnout.

• Research in Mathematical Education
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• v.24 no.3
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• pp.229-254
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• 2021

Students' participation in epistemic practices, which are related to knowledge construction on the part of students, is becoming a crucial part of learning (Goizueta, 2019). Research on epistemic practices in science education draws attention to teachers' support of students to engage in epistemic practices in mathematics instruction. The research highlights a need for incorporating epistemic goals, along with conceptual and social goals, into instruction to promote students' epistemic practices. In this paper, I investigate how teachers interact with students to integrate epistemic goals. I examined 24 interaction excerpts that I identified from six interview transcripts of two beginning teachers' mathematics instruction. Each excerpt was related to the teachers' talk about their specific interaction(s) in a small group. I explored how each teacher's discursive moves and goals were conceptual, social, and epistemic-related as they intervened in small groups. I found that both teachers used conceptual, social, and epistemic discursive move but their discursive moves were related only to social and social goals. This paper suggests supporting teachers to develop epistemic goals in mathematics instruction, particularly in relation to small groups.

• The Journal of Korean Society for School & Community Health Education
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• v.12 no.2
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• pp.43-67
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• 2011

Objectives: The purpose of this study was to analyze factors affecting school life adjustment of athletes in middle and high school. Methods: The data in this study came from the survey which conducted to 500 students of physical education high school athletes and elite athletes in general school from the beginning of December 2009 to the end of January 2010 in Seoul and Kyunggi. Finally 436 cases was used. The dependant variable in this study was school life adjustment. And the independent variables were socio-demographic factors, stress and depression factors, social support factors. The analysis methods were T-test, ANOVA, correlation analysis, stepwise multiple regression analysis by using SPSS Ver. 12.0. Results: First, there was a statistically significant result between school life adaptation and sex, family circumstances, life satisfaction variables Second, there was a negative correlation between social support and stress, depression. Third, there was a negative correlation between school life adjustment and some stress factors, all depression factors. Also relationship between school life adjustment and social support showed a positive correlation. Fourth, Taking a look at the impact on school life adjustment, family factors and practical environmental factors in the stress factors and the feeling of worthlessness in the depression factors appeared to influence negatively. Also teachers' support in the social support factors showed positive effects. Explanatory power of the final regression model was 25.6%. Conclusions: The first step in order to improve the school life adjustment of athletes in middle and high school is the teachers' support. Athletes in middle and high school can have capability, responsibility, initiatives through teachers' attention and affection. The effective prevention education and health education programs on stress and depression should be introduced and carried out in the health education programs actively for student athletes to be free from stress, depression.

• Journal of the Korean Home Economics Association
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• v.29 no.2
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• pp.249-265
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• 1991

This study is to help Juvenile Deliquent's successflul adaptation to the society and prevent further juvenile deliquency. Social support and the teenagers 'perception of this support is directly and indirectly influencial to the teenagers' behavior. This study is majorly on influence of ecological factors and social members, including his parents, brothers and sisters, grandparents friends, teachers and neighbors. Social support is measured on 11 factors: companionship, conflict, instrumental aid, satisfaction intimacy, affectiveness, punishment, admiration, relative power, reliable alliance, counselling for sex. This study was conveyed on 258 juvenile deliquents in CHOONCHUN Boy's Home and 153 giral in ANYANG Girl's Home. They were in age group of between 11 and 18. The questions were, 1) Do the perception of the juvenile deliquents of the social support differ according to the relations in the social network? 2) Do the perception of the juvenile deliquents of the social support differ according to their sex? The results are 1) In companionship, conflict, instrumental aid, intimacy aid, relative power, they percept friends to be most reliable and then brothers/sisters, mother father. 2) In satisfaction, brothers and sisters were thought most reliable and next came friend, mother, father. 3) In affection, father, mother, brother/sisters, friend. 4) Punishment was most often rendered by teachers and fathers. 5) Reliable alliance was found most in the mothers, the study showed and then father, brother/sister.