• Safety and Health at Work
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• v.11 no.4
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• pp.466-478
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• 2020

Background: Job training influences the overall working environment and worker's well-being. The purpose of this study is to find the relationship between job training and subjective well-being in accordance with occupations and understand the influence of task characteristics-work creativity and task variety (WCTV)-on the effect of training. Methods: A cross-sectional study based on the Fifth Korean Working Conditions Survey was conducted on 50,205 workers in the Republic of Korea. The World Health Oorganization-5 well-being index was used to measure their subjective well-being. The relationship between job training and subjective well-being was divided in accordance with the level of WCTV. Results: Training paid for by employer showed a negative effect on subjective well-being when received for more than 3 days (OR 0.88, p<0.01) in the last 12 months. Training paid for by oneself showed a positive linkage with well-being when the level of training was 1-3 days (Odds ratio = 1.55, p<0.001). This result showed different aspects in accordance with the level of WCTV. For the high WCTV group, the aforementioned results were reaffirmed, but for the group with low WCTV, job training did not show a statistically significant result on well-being. On-the-job training was not related to subjective well-being regardless of the level of WCTV. Conclusion: Job training had different effects on subjective well-being depending on the type and frequency of training, as well as the WCTV. It is imperative to comprehensively apply different types of job training in accordance with the characteristics of occupations to uplift workers' well-being.

• Journal of Korean society of Dental Hygiene
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• v.21 no.3
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• pp.255-269
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• 2021

Objectives: Subjective well-being is a representative indicator of quality of life. Work and life are not separated, and work itself is a part of life. The purpose of this study was to confirm the effect of psychological resources such as self-esteem, self-efficacy, GRIT, and resilience on the subjective career success and subjective well-being in dental hygienists. Methods: From November 12, 2020 to December 30, 2020, an online survey was conducted on 650 dental hygienists, and data from 630 were analyzed. For the analysis, independent two-sample t-test and one-way ANOVA were performed, and the confirmatory factor analysis and measurement model, construct validity, construct reliability, convergent validity, and discriminant validity were confirmed. This was verified using a structural equation model. SPSS 18.0 and AMOS 18.0 were used for the statistical analyses; p<0.05 were considered statistically significant. Results: The final model fit was found to be suitable. There was no significant difference in subjective career success with respect to the personal characteristics and career characteristics, except for total career and number of turnovers. There was no significant difference in subjective well-being according to personal characteristics and career characteristics. Psychological resources such as self-esteem, self-efficacy, GRIT, and resilience were significant for subjective career success (p<0.05, R²=0.637). Subjective career success was significant for subjective well-being (p<0.05, R²=0.378). Among the psychological resources, self-esteem had both direct and indirect effects on subjective well-being (p<0.05). Conclusions: Positive psychological resources, rather than external conditions, are an important prerequisite for subjective career success and subjective well-being. Thus, it is proven that work is a part of life.

• Korean Journal of Child Studies
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• v.31 no.3
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• pp.255-272
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• 2010

This study explored pathways from mothers' beliefs to children's subjective well-being through children's private after-school activities and stress levels. A sample of 230 6th grade elementary school students (125 boys and 105 girls) in Seoul completed questionnaires on children's stress and subjective well-being. Their mothers responded to questionnaires on mothers' beliefs and children's private after-school activities. Data were analyzed by means of Pearson's correlation coefficients and multiple regression analyses. Our results demonstrated that mothers' beliefs indirectly influenced children's subjective well-being through both children's private after-school activities and stress levels. Neither children's private after-school activities nor children's stress mediated between mothers' beliefs and children's subjective well-being. Mothers' beliefs also had a direct effect on children's subjective well-being. Significantly, both mothers' beliefs and children's stress played crucial roles in improving children's subjective well-being.

• Stress
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• v.26 no.4
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• pp.290-295
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• 2018

Background: The aim of this study were to investigate the effect of unstable attachment on subjective well-being and to identify mediator effects of decentering and self-compassion. Methods: A total of 255 college students participated in this study by completing the following questionnaires: Experience in Close Relationship Scale, Subjective Well-being Questionnaire, Decentering Scale, and Self-Compassion Scale. Results: Mediated Regression Analysis was used for the purposes of study. The results are as the following. First, unstable attachment had significant negative correlation with subjective well-being and decentering and self-compassion. Second, decentering had a partial meditational effect on the relation between unstable attachment and subjective well-being. Third, self-compassion had completely meditational effect on the relation between unstable attachment and subjective well-being. Conclusions: These results suggested that it is important to enhance students' level of decentering and self-compassion in order to increase their subjective well-being effectively.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.1
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• pp.25-35
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• 2021

Objectives: This study examined the relations among 5 personality factors, self-regulatory efficacy and subjective well-being in parents with developmental disabilities. This study also examined the mediating effect of self-regulatory efficacy on the relationship between 5 personality factors and subjective well-being in parents with developmental disabilities. Methods: The research subjects consisted of 114 parents with developmental disabilities. They completed questionnaires 5 personality factors, self-regulatory efficacy and subjective well-being by parents. The data were analyzed by SPSS 22.0 program. Results: The results of this study showed that 5 personality factors-neuroticism and extroversion-had a direct effect on subjective well-being in parents with developmental disabilities. Second, 5 personality factors-extroversion- had an indirect effect on the subjective well-being through self-regulatory efficacy in parents with developmental disabilities. Conclusions: These findings have implications for future research and practice by highlighting the importance of self-regulatory efficacy in subjective well-being in parents with developmental disabilities.

• International Journal of Contents
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• v.18 no.1
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• pp.27-39
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• 2022

Short videos are becoming more popular in mobile Internet age. Not only people's media consumption patterns have been changed by the rise of this new media form, but also it has posed challenges to public psychological well-being. For many netizens, their entertainment needs have been met by watching short videos. However, many side effects, such as addiction and anxiety, reduce users' subjective well-being instead of satisfying the entertainment motivation after watching short videos. Therefore, it has become a significant research problem in short videos to figure out how to get audiences to watch short videos on a regular basis while avoiding side effects like anxiety and addiction and improving audiences' subjective well-being. Based on the theory of Internet addiction, this study analyzed short video users using the 2×2×2 research method and explored the relationship between the length of use, addiction, anxiety, and subjective well-being of short video users. The results showed that short video users with different usage lengths showed significant differences in addiction, anxiety, subjective well-being, and online social support; innovative different short video users showed significant differences in addiction and anxiety, as well as a triadic relational interaction of short video users' anxiety under the interaction with self-efficacy and online social support. This study contributes to the advancement of internet addiction theory research and application, assisting short video users in avoiding addiction and anxiety, and improving the subjective well-being of short video users, thereby promoting the growth of the short video industry.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.620-625
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• 2009

The purpose of this research Is to clarify the relationship between leisure activity participation, job stress, social support and subjective well-being among security agents. 356 (92%) questionnaires were obtained from 12 private security companiesin metropolitan Seoul. The conclusion follows. First, the frequency of participation in activities on the subjective well-being reflects the direct influence. and period by participating in the job stress on the subjective well-being reported more negative affect, in other words, Job Stress is reduced, social support and subjective well-being is increased. Second, job stress has a negative effect as a parameter to subjective well-being and participation in the period, in other words, subjective well-being is decreased by the more get job stress. Third, social support affects the subjective well-being, leisure activity participation and social support that have no relationship, In other words, subjective well-being is increased by the more get social support. Fourth, frequency and duration of participation in leisure activity directly and indirectly affects to subjective well-being. increasing the frequency of participation activities make that subjective Well-being is increased, increasing the participation period makes that job stress is reduced, job stress reduction make that subjective well-being is increased, and increasing the social support makes that subjective well-being is increased.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.111-125
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• 2016

Objective: This study aimed to examine the effects of attachment and shared time between mother and child and self-esteem on subjective well-being in late childhood. Methods: A total of 329 fifth and sixth graders in elementary school (183 boys and 146 girls) participated in the study. They responded to questionnaires regarding attachment and shared time between mother and child and the self-esteem and subjective well-being of children. The data were analyzed using SEM. Results: Attachment and shared time between mother and child had an indirect effect through self-esteem as well as a direct effect on the subjective well-being of children. Children who formed secure attachments and spent more time with their mothers showed a higher level of subjective well-being. In addition, when children kept a good relationship with their mother quantitatively as well as qualitatively, they acknowledged their own capability and value positively, which led to higher subjective well-being. Conclusion: Findings emphasize that mother-child relationships play significant roles in predicting both the subjective well-being and self-esteem of children. The importance of self-esteem was identified in late childhood based on its relative influence on subjective well-being compared to mother-child relationships.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.55-74
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• 2015

This study examined the various pathways from peer relationships to subjective well-being through self-esteem in late childhood. A total of 354 fifth and sixth grade students in elementary school (189 boys and 165 girls) participated in the study. Peer relationships were assessed using the peer rating scale, and self-esteem and subjective well-being were measured using the self-rating scales. The data were analyzed by means of Structural Equation Modeling (SEM). Children's peer relationships affected their subjective well-being directly, as well as indirectly through their self-esteem. Positive relations with peers enabled children to improve their subjective well-being. In addition, those children who possessed good relationships with peers were more likely to perceive themselves as worthy, which led to higher overall levels of happiness and satisfaction in their lives. The study emphasizes the crucial influence of self-esteem on school-aged children's subjective well-being.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.59-83
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• 2015

This study examined the effects of maternal parenting behavior, relationships with friends, and relationships with teachers on the subjective well-being of children in late childhood. A total of 299 fifth and sixth grade students at elementary school (141 boys and 158 girls) participated in this study. The subjects completed questionnaires on maternal parenting behavior, relationships with friends, relationships with teachers, and their subjective well-being. The data were analyzed by means of Structural Equation Modeling (SEM). The results are as follows. First, maternal parenting behavior was found to have a direct effect on children's subjective well-being. Second, maternal parenting behavior was seen to have an indirect effect on children's subjective well-being through their relationships with friends. Third, maternal parenting behavior was found to have an indirect effect on children's subjective well-being through their relationships with their teachers. The findings from this study suggest that relationships factors established in both family and school need to be considered together in order to explain children's subjective well-being. In addition, this study emphasizes the relative importance of maternal parenting behavior in improving the subjective well-being of school-aged children, as compared to the relationships with both their friends and their teachers at school.