• Journal of Families and Better Life
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• v.27 no.2
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• pp.305-316
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• 2009

The purpose of this study was to investigate how children from low-income families perceived their family strength, ego-resilience and school adjustment. The relative magnitude of effects of family strength, ego-resilience and school adjustment were compared. Data were collected from 217 children in grade 4 through 6 who were attending local child welfare centers located in Seoul, Korea. The key research findings were as follows. Ego-resilience and perceived family strength were related to school adjustment among children in poverty. The relatively greater effect of ego-resilience implied that programs for children in poverty need to focus on developing interpersonal relationship skills or coping strategies designed to enable children from disadvantaged environments to deal with stressful events and to promote their ego-resilience. Additionally, the recovery or enhancement of family strength and ego-resilience will be effective at protecting and solving various adaptive problems that children from low-income families may experience at school.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.13-25
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• 2016

Objective: The purposes of this study were to examine the effects of school-age children's ego strength, failure tolerance, and performance anxiety on their school class adjustment, and to model the relation structure of the variables. Method: For these purposes, a questionnaire survey was conducted with 562 6th graders. Results and Conclusion: The results of this study are summarized as follows. First, ego strength, failure tolerance, and performance anxiety were significantly different according to gender. Second, in male students, ego strength, failure tolerance, and performance anxiety had a significant direct effect on school class adjustment. In addition, ego strength and failure tolerance had a significant indirect effect on school class adjustment. Third, female students' paths to school class adjustment were similar to male students' but the effect of failure tolerance on performance anxiety and the effect of performance anxiety on school class adjustment were not significant. Fourth, in the results of multi-group analysis, the effect path from ego strength to school class adjustment was different between male and female students, and the effect was higher in female students than in male students.

• Korean Journal of Child Studies
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• v.34 no.4
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• pp.37-52
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• 2013

This study was performed to model the effects of ego strength, stress coping styles, fear of negative evaluation, and the effects these concepts have upon children's peer relationships. Data were collected from 580 fifth and six graders in Seoul and Gyeonggi province. In summary, the results indicated the following. Firstly, there were significant correlations between ego strength, stress coping styles, fear of negative evaluation, and peer relationships. Secondly, the ego strength of children was found to have direct influences upon their stress coping styles, fear of negative evaluation and peer relationships. Thirdly, out of stress coping styles of children affected by ego strength, only the negative coping style was found to significantly influence the fear of negative evaluation and peer relationships. Fourth, the fear of negative evaluation on the part of children was affected by ego strength and negative stress coping styles, and in particular, negative stress coping styles influenced peer relationships through the anxiety induced from interpersonal relationships.

• Journal of Fisheries and Marine Sciences Education
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• v.22 no.4
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• pp.621-632
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• 2010

The purpose of this study was to investigate the relationships of ego-resilience, family strength, and school life satisfaction according to their family structure. 303 cases of them were selected from 912 elementary students' data in Busan and analyzed using the independent-samples t-test, Pearson's coefficient of correlation, and multiple regression. The results of the study were as follows: First, it was shown that children of parents family had positive perception on the ego-resilience, family strength, and satisfaction with school life than children of nontraditional family. Second, in children with parents family, family strength is a more powerful predictor of satisfaction with school life than ego-resilience. Finally, in children with nontraditional family, ego-resilience is a more powerful predictor of satisfaction with school life than family strength. The results implicated that ego-resilience and family strength of children influence on their school life satisfaction differently according to their family structure and therefore it needed for family structure-based mediation program to improve children' school life.

• Journal of the Korean Society of School Health
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• v.29 no.2
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• pp.107-115
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• 2016

Purpose: This study is a descriptive survey which attempts to understand family strength, parenting attitude, and the ego-identity perceived by female high school students and identify the factors influencing ego-identity of the students. Methods: Data collection was carried out through a questionnaire survey of 186 female high school students. The collected data were analyzed by descriptive statistics, t-test. ANOVA, correlation analysis, and multi-variate regression analysis while using SPSS 23.0 program. Results: Family strength and the ego-identity perceived by female high school students were at a mid-level, with an average of 207.76 and 149.72 points, respectively. Parenting attitude showed scores higher than the mid-level, recording 90.36 points in average. As a result of analyzing the correlation between the factors, the higher family strength and the ego-identity of female high school students were, the better were the patenting attitudes of perceived parents. Besides, family health, parenting attitude, and family form (nuclear family) were found to be the factors influencing ego-identity formation of female high school students with the explanatory power being 25.5% in total. Conclusion: Developing intervention programs which take into account family strength is considered necessary to help the youth form positive ego- identity.

• Human Ecology Research
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• v.51 no.5
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• pp.537-549
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• 2013

The purpose of this study was to develop an objective Ego Strength Scale for Children useful in research and clinical fields for measuring the ego strength of 3rd-6th grade children and to test its validity and reliability. For these purposes, we conducted a two-stage study. First, the scale was developed through data collection, composition of components and questions, a preliminary survey, and a main survey. The main survey was conducted with 1,185 3rd-6th grade children in Seoul and Gyeonggi province, and analyzed through exploratory factor analysis and reliability analysis. Second, the scale we developed was validated through confirmatory factor analysis and convergent-discriminant validity analysis for testing validity related to internal structure. The secondary survey was conducted with 5,494 3rd-6th grade children in Seoul and the province of Gyeonggi, Chungcheong, Gangwon, Jeolla, Gyeongsang, and Jeju. The study concluded the following: First, the scale was designed to measure 4 factors: competence, initiative, elasticity, and sociability using 26 questions. Second, the Ego Strength Scale for Children was found to be highly valid through validity tests. In addition, it showed high reliability in an internal consistency test and split-half reliability test. As this study developed and validated the Ego Strength Scale for Children in the current situation in which there are few objective instruments to measure children's ego strength, it is meaningful in that it laid the basis for broader future research on ego strength.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.111-127
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• 2015

This study was conducted in order to model the relationship between children's ego strength and their school adjustment and life satisfaction levels. For this purpose, 4,765 4th-6th grade elementary school children were surveyed by means of a questionnaire. The collected data were analyzed by means of structural equation modeling. The results of this study may be summarized as follows. First, in all the grades, a significant and positive correlation was observed between the children's ego strength and their school adjustment and life satisfaction levels. Second, ego strength was found to be a variable that had a significant effect on life satisfaction indirectly through the medium of school adjustment. Third, the relation model between the variables differed according to grade. That is, the direct effect of ego strength on life satisfaction was stronger in the high grades, and the level of school relationship adjustment was found to have a significant effect on family relationship satisfaction as a factor of life satisfaction in 4th graders, whereas it did not in the case of 5th and 6th graders.

• Journal of East-West Nursing Research
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• v.17 no.2
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• pp.164-170
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• 2011

Purpose: The aim of this study was to examine the factors that affect nurses' communication. Methods: This study employed a descriptive survey design. The sample of this study consisted of 174 nurses at hospital in Korea from June 1st to 18th, 2009. The data were analyzed SPSS/WIN 17.0 program and factors affecting nurses' communication were analyzed by multiple regression. Results: 1) Level of nurses' communication was average of 3.44, ego strength 0.36, self-image 3.53, ego distribution 2.92, interpersonal relations 3.52, and family function 3.39. 2) Nurses' communication had significant positive correlation with interpersonal relations, self-image, family function, and ego strength. On the other hand, it had not significant correlation with ego distribution. 3) Interpersonal relations (t=9.68, p<.001), ego strength (t=3.11, p=.002), and family function (t=2.26, p=.025) significantly predicted the level of nurses' communication (Adjusted $R^2$=.418, p<.001). Conclusion: The study finding suggested to develop hospitals' management program for increasing nurses' communication.

• The Journal of the Korea Contents Association
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• v.16 no.3
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• pp.638-648
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• 2016

This research is to verify early child teachers' ego-strength and self-efficacy that effect to problem solving. The subjects are included 293 in-service teachers in K city and J province. The research tools are ego-strength scale, self-efficacy scale and problem-solving scale. The data is disposed of t-test, one-way analysis of variance, correlation and regression analysis. As a result, eco-strength, self-efficacy and problem-solving that have a correlation, in addition, variable to effect to self-strength and self-efficacy as solving problems. Therefore, early child teachers are able to own psychological conflict and anxiety which can be disturbing in teaching young children in warm and comfortable ways. It is required to develop a self-growth program to increase ego-strength, self-efficacy, and problem-solving.

• Journal of Korean Home Economics Education Association
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• v.23 no.1
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• pp.37-51
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• 2011

The purpose of this study was to examine the effects of temperament, family strength and social support on ego-resilience of adolescents. Four hundred fifty middle and high school students in Incheon participated. Temperament, family strength, social support and ego-resilience were evaluated by self-report questionnaires. Data were analyzed using factor analyses, t-tests, descriptive statistics, correlations and standard multiple regression analyses. Results indicated that there was significant gender difference in ego-resilience. Adolescents' ego-resilience was positively associated with activity level and persistence in temperament, family strength and social support, but negatively associated with rigidity in temperament. Furthermore, gender, temperament, family strength and social support of class teacher and close friends significantly predicted ego-resilience of adolescents.