• Journal of The Korean Society of Integrative Medicine
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• v.10 no.2
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• pp.85-93
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• 2022

Purpose : This study aims to examine the effect of ego resilience and social support on test anxiety for university students majoring in occupational therapy and use the results as foundational data for program development that can reduce test anxiety. Methods : The study's subjects were 173 university students who understood the study's purpose and consented to participate in the study from March 7 to 25 in 2022. These students were in their second, third, and fourth years, majoring in occupational therapy at a four-year B university in A Metropolitan City and a three-year E College in D-gun C Province. Among them, those with missing data or indicated extreme values were excluded, and data from the final 168 students were studied. Results : The averages of test anxiety, ego resilience, and social support of university students majoring in occupational therapy were 3.06, 3.41, and 3.81, respectively. The factor that affected test anxiety was investigated. It was the school year in which the test anxiety of fourth-year students was significantly higher than that of second-year students. In addition, a positive attitude, which was one of the sub-factors of ego resilience, and support from friends and family, which were the sub-factors of social support, had a negative impact on test anxiety. Conclusion : The results of this study are as follows: First, it is necessary to conduct a study to verify the level of test anxiety of university students majoring in occupational therapy and the factors influencing them. Second, the operation and consultation of non-curricular programs that improve the ego resilience of university students should be conducted in universities and departments. Third, a measure to recognize support from surrounding environment and to ask for help from people around them should be required for university students majoring in occupational therapy.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.281-289
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• 2021

Adolescence is a period when ego resilience, the ability to overcome stress, is important because self-identity is not established. Culture and arts education has various effects on the ego resilience of adolescents, so school culture arts education and social culture arts education use teaching and learning methods appropriate to the situation of adolescents. Self-understanding of the effects of culture and arts education has a significant effect on emotional control, vitality, interpersonal relationships, optimism, and curiosity of adolescent ego resilience, On the other hand, it was found that emotional stability among the effects of culture and arts education did not have a significant effect on all factors of adolescent ego resilience. Therefore, it is necessary to prepare a plan to provide opportunities for career exploration as a more practical program for adolescence to understand themselves and develop themselves. In addition, Culture and arts education should be conducted with convergence research that enables youths to maintain good relationships with others, have high self-confidence, and play a role in a wide range of stable and mature lives.

• Journal of the Health Care and Life Science
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• v.11 no.1
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• pp.59-66
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• 2023

This study was conducted to verify the mediating effect of ego-resilience when early childhood teachers' autonomy affects teacher efficacy. The subjects of the study were 316 early childhood teachers in J degree. For data analysis, SPSS 25.0 was used to conduct Baron & Kenny's 3-step mediation effect analysis using descriptive statistics, Pearson's correlation analysis, and Process Macro. As a result of the study, first, early childhood teachers' autonomy, teaching efficacy, and ego-resilience were found to have a positive correlation with each other. Second, when early childhood teachers' autonomy affects teacher efficacy, it was found that ego-resilience partially mediates. In other words, it can be interpreted that the autonomy of early childhood teachers has a meaningful effect when ego-resilience is added when it affects the improvement of teacher efficacy. Through this, it is intended to provide basic data for improving early childhood teachers' sense of teacher efficacy and preparing a direction for teacher education support.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.4
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• pp.1953-1962
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• 2014

This study was conducted to identify the relationship between ego-resilience, anxiety and perceived stress. The participants were 500 students of nursing college located in K city, Korea. Data were collected from September, $9^{th}$ to $14^{th}$ 2013, and were analyzed by t-test, ANOVA, Pearson correlation coefficients. The result were as follows; 1) The mean scores were ego-resilience 3.36(0.50), anxiety 2.26(0.70) and stress 2.55(0.55). 2) Ego-resilience was significantly different according to gender, age, satisfaction for major, subjective career opportunity, subjective health. The score were higher at the male group than the female group, and the group who aged over 24 were higher than the group aged below 23. 3) Significant correlations were found between ego-resilience, anxiety and stress. Ego-resilience has negative relationship with level of anxiety(r=- .383, p<0.000) and perceived stress(r=- .454, p<0.000). While, the positive relationship were significant(r= .685, p<0.000) between level of anxiety and perceived stress. According to these result, ego-resilience promotion program is need to develop as a positive concept to adjust college life and nursing course.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.6
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• pp.618-628
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• 2016

This study was conducted to identify the influence of clinical practice stress and communication skills on the ego-resilience of nursing students. The subjects were 122 nursing college seniors in B city who have experience in clinical practice. Data were collected from March 23 to 30, 2015, and analyzed by the t-test, ANOVA, Scheffe's test, Pearson's correlation coefficients and multiple regression. It was found that there were significant differences in the ego-resilience depending on the gender, satisfaction with nursing major and relationships among fellow students during clinical practice. There was a significant positive correlation between ego-resilience and communication skills. The meaningful variables which influence the ego-resilience were communication skills, satisfaction with nursing major, relationships among fellow students during clinical practice and gender. These factors were responsible for 38.9% of the total variance in the ego-resilience of the nursing students, and communication skills were the most influential factor. In conclusion, to increase the ego-resilience of nursing students, it is necessary to develop effective communication training programs and strategies to improve their satisfaction with the nursing major and relationships among fellow students during clinical practice.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.12
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• pp.390-399
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• 2017

The purpose of this study is to investigate the effects of happiness of early childhood teachers on ego resilience and job engagement. The study subjects were 243 teachers who were working in early childhood education institutes located in K and D area. The collected data were analyzed through descriptive statistics, correlation analysis, and regression analysis using SPSS 18.0 Program. The study results are as follows. First, it was identified that the level of happiness, ego resilience, and job engagement of early childhood teachers were high. Secondly, happiness, ego resilience, and job engagement of early childhood teachers had a statistically significant correlation. Thirdly, the explanation power of happiness for ego resilience was 18% and self-acceptance, a subfactor of ego resilience, had an effect. Also, the explanation power of happiness for job engagement of early childhood teacher was vitality of 23%, and it was found to affect the subfactors of vitality of job engagement in the order of self-acceptance, positive personal relationship, and control over the environment. Also, the explanation power of happiness factors for undivided attention of early childhood teacher was 17%, and self-acceptance and positive personal relationship had a significantly positive effect on the undivided attention of teachers. Lastly, the explanation power of happiness factors for absorption of early childhood teacher was 14%, and self-acceptance among happiness factors of teachers had a significantly positive effect on the undivided attention of teachers. These study results suggest that the quality of early childhood education and happiness should be improved for the early childhood teachers and this may be a positive factor for the improvement of ego resilience and job engagement.

• Fire Science and Engineering
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• v.31 no.2
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• pp.106-112
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• 2017

This study examined the burnout intermediates between Fire officials' job stress and Ego-resilience. The objective of this study is to suggest a policy that improves Fire officials' Ego-resilience. This survey was given to 365 fire officials in northern Gyeonggi-do region and the data was analyzed by correlation analysis and regression analysis using SPPS 22.0. The hypothesis is the Fire officials' burnout would be related to Ego-resilience and the effect on Fire officials' job stress regarding Ego-resilience is associated with burnout. The results of the study are that unstable work and inadequate reward affect the measure of burnout, which manifests as sarcasm and job efficacy and reduces the Fire officials' Ego-resilience that results in a positive pointing of the future, emotion control and interest. The meaning of policy is as follows: First, Fire officials need to be given confidence in their work stability. Second, they have to receive social or financial rewards. Third, they require a continuous supporting policy that solves their tension, physical and mental fatigue. Finally, developing diverse educational programs will be needed to promote their Ego-resilience.

• Anxiety and mood
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• v.16 no.1
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• pp.9-17
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• 2020

Objective : The purpose of this study was to investigate the association of depressive/anxiety symptoms with psychosocial factors including ego resilience, social conflict, and social support as well as hemoglobin A1c in patients with diabetes mellitus (DM). Methods : The subjects were 144 patients with DM. Depressive/anxiety symptoms were evaluated by the Hospital Anxiety and Depression Scale. Sociodemographic factors, hemoglobin A1c, ego resilience, social conflict, and social support were measured. Multiple regression analyses were performed to examine the impact of hemoglobin A1c, ego resilience, social conflict, and social support on depressive/anxiety symptoms. Results : A total of 32.6% and 24.3% of participants were identified with depressive and anxiety symptoms, respectively. Depressive/anxiety symptoms positively correlated with the social conflict score. Conversely, ego resilience and social support negatively correlated with depressive/anxiety symptoms. In the final model of the multiple regression analyses, ego resilience was associated with a lower level of depressive (β=-0.083, p=0.019)/anxiety (β=-0.125, p=0.001) symptoms whereas social conflict was related to a higher level of depressive (β=0.353, p=0.011)/anxiety (β=0.460, p=0.003) symptoms. Also, hemoglobin A1c positively associated with anxiety symptoms (β=0.495, p=0.012) whereas social support negatively related to depressive symptoms (β=-0.464, p=0.004). Conclusion : We found possible risk and protective psychosocial factors of underlying depressive/anxiety symptoms among patients with DM. Our findings suggest that enhancing ego resilience and social support as well as decreasing social conflict would be crucial in the prevention and management of depressive/anxiety symptoms in patients with DM.

• The Journal of the Korea Contents Association
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• v.15 no.3
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• pp.467-476
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• 2015

This study aims to verify mediating effect of ego-resilience and mental health between psychological home environment and adaptation to school of early adolescents in schools with Educational Welfare Priority Project(EWPP). For this purpose, multiple regression analysis and hierarchical regression analysis were conducted on the relationship between psychological home environment and adaptation to school, ego-resilience and metal health of 310 male and female students in fifth and sixth grade in four elementary schools on EWPP located in Busan area. As the result of analysis, three major variables affecting adaptation to school life turned out to be in the order of ego-resilience, home environment and mental health and both ego-resilience and mental health were confirmed to play partial mediating role in the relationship between home environment and adaptation to school life. Since home environment as a psychological variable of adolescents from poor families have an effect on adaptation to school in connection with ego-resilience and mental health as personal variables, this study can be used as base materials for the development of programs to strengthen psychological home environment, ego-resilience, and mental health. In addition, in terms of practical implications, educational welfare policies for alienated class can be practical policy alternative to mitigate social polarization.

• The Journal of the Convergence on Culture Technology
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• v.9 no.2
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• pp.99-104
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• 2023

The purpose of this study was to examine the effect of children's academic stress on school adaptation and to verify whether ego-resilience plays a mediating role in the relationship between academic stress and school adaptation. Based on the data from the 12th year of the Korean Children's Panel (2019), the general characteristics of the main subjects and the mean, standard deviation, skewness and kurtosis of the main variables were confirmed through basic statistical analysis, and correlation analysis was conducted between variables. In addition, to examine whether ego-resilience mediated the effect of academic stress on school adaptation, a three-step regression analysis was conducted following the procedure of Baron and Kenny. The results of this study were as follows. First, it was found that children's academic stress, school adaptation, and ego resilience were all significantly correlated. The higher the academic stress, the lower the ego-resilience and school adaptability. Second, it was confirmed that ego-resilience has a partial mediating effect in the relationship between children's academic stress and school adjustment. Ego resilience in the academic stress situation means that it acts as an important mediating factor to flexibly adapt to school life by objectively grasping and coping with the stress situation. Therefore, we need to recognize the need for flexible and resilient individual characteristics so that children can reduce academic stress and adapt well to school life, and seek active interest and intervention plans.