• Journal of Families and Better Life
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• v.28 no.4
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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).

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.63-79
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• 2011

The aim of this study is to examine the pathways from attachment to children's psychological well-being in addition to the mediating role of children's ego-resilience and peer support. The participants, 297 fifth and sixth grade students from Seoul and other cities, completed questionnaires on attachment, ego-resilience, peer support and psychological well-being. Data were analyzed by mean, standard deviation, Pearson's correlation coefficients, factor analysis, and path analysis. The findings are as follows. Attachment didn't appear to directly influence children's psychological well-being, but showed a number of indirect effects in two ways. First, attachment indirectly affected children's psychological well-being by ego-resilience as a simple form of mediation. Second, attachment influenced children's psychological well-being through children's ego-resilience and peer support as a dual mediation. Ego-resilience demonstrated the strongest effect on psychological well-being among all the factors examined. These results highlight the way in which children's personal internal resources play an important role in the pathways from attachment to their psychological well-being.

• Human Ecology Research
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• v.53 no.5
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• pp.503-517
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• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• 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.

• The Korean Journal of Community Living Science
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• v.20 no.4
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• pp.559-570
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• 2009

This study was to investigate the moderating effects of the childcare teacher‘s egoresilience on the relationship between their job satisfaction and burnout. The participants were 336 childcare teachers from Chungnam-do and Daejeon Metropolitan City. The research instruments were the Job Satisfaction Scale modified from Bently and Remple 1970), the Ego-resilience Scale from Park(1996) with CPI and CAQ correction, and Maslach Burnout Inventory from Maslash and Jackson(1981). SPSS PC program(17.0) was used for productive correlation, stepwise multiple regression and reliability by Cronbach's as data analysis. The results were as follows. Firstly, the childcare teacher’s job satisfaction and ego-resilience level were above average (M=3.37, 3.58 each), while their burnout level was below average(M=2.57). Secondly, there was a negative correlation between their job satisfaction and burnout(r=-.51), while a positive correlation was between their job satisfaction and ego-resilience(r=.34). Thirdly, the burnout and ego-resilience against job satisfaction explained 28.1%. The optimistic attitude of the childcare teacher‘s ego- resilience was shown to moderate the effects on the relationship between their burnout and job satisfaction.

• Korean Journal of Childcare and Education
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• v.16 no.6
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• pp.89-104
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• 2020

Objective: The purpose of this study was to examine the effects of maternal parenting stress and mother's ego-resilience on mother-child attachment. More specially, mother-child attachment for higher grade elementary school children was examined according to the internal working model. Methods: Participants were 190 mothers of fourth and fifth grade elementary school children. The Maternal Parenting Stress Scale(Shin, 1997), the Scales of Ego-resilience(Yoo & Shim, 2002), and Inventory of Parent Attachment(Yang, 2006) were used to measure variables. Collected data were analyzed by descriptive statistics, t-test, correlation analysis and multiple regression analysis. Results: The major findings were summarized as follows: First, there were no differences between mother-child attachment according to children's gender. Second, mother-child attachment was negatively correlated with maternal parenting stress and positively correlated with ego-resilience. Next, maternal parenting stress_interaction and ego-resilience explained mother-child attachment_trust. Last, maternal stress_interaction explained mother-child attachment_isolation. Conclusion/Implications: In conclusion, the study results showed that maternal parenting stress and ego-resilience influenced mother-child attachment. based on the results, the implications of this study were discussed.

• Journal of Family Relations
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• v.23 no.3
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• pp.177-199
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• 2018

Objectives: The purpose of this study was to examine the effect of family relations on adolescents' social competence. Furthermore, this study aimed to examine the mediating role of ego-resilience between those factors. Method: Two hundred and ninety-nine high school students completed measures of family cohesion, family expressiveness, ego-resilience, and social competence. T-tests, correlation and regression analyses were conducted. Results: The results reveled that family cohesion, family expressiveness, and ego-resilience were positively related to social competence. The results also revealed that family cohesion and expressiveness were significantly predicted social competence, emphasizing the role of family relations. Moreover, the association of family cohesion and expressiveness with adolescents' social competence was partially mediated by ego-resilience. Conclusions: The findings suggests that family cohesion and expressiveness contributes to adolescents' social competence directly and indirectly through ego-resilience. Results were discussed in terms of their implications for intervention to enhance social competence among adolescents.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.244-254
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• 2014

Purpose: The purpose of this study was to investigate the influence of ego-resilience and self-efficacy on satisfaction in major of nursing student. Method: Data were collected from 275 nursing students by means of self reported questionnaires about ego-resilience, self-efficacy and satisfaction in major from December 3 to 20, 2012. Results: There were positive correlations between ego-resilience, self-efficacy and satisfaction in major. The optimistic attitude in ego-resilience (${\beta}$=.56, p<.001), an associate's degree (${\beta}$=.38, p<.001), suitable to aptitude (${\beta}$=.17, p<.001), social self-efficacy (${\beta}$=.14, p=.039) and high employment rate (${\beta}$=.12, p=.033) were significant predictors of satisfaction in major. Conclusion: It is necessary to develop an effective intervention program to improve nursing student's ego-resilience, self-efficacy and satisfaction in major of nursing student.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.155-174
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• 2015

This study examined the structural relationships among the child's playfulness, self-regulation, and ego-resilience. Through an examination of these relationship, this research aimed to analyze the direct and indirect influences of the child's playfulness on self-regulation and ego-resilience. The participants of this study consisted of 359 children attending kindergartens in the Seoul and Gyeonggi-do area. The sample was analyzed using the SPSS 21.0, AMOS 21.0, and Maximum Likelihood method (ML). The significance of the indirect effects was tested by means of bootstrapping. The results of this study were as follows: (i) the child's playfulness had a direct influence on relational ego-resilience; (ii) the child's playfulness directly affected self-regulation; (iii) the child's self-regulation directly affected relational and aptitudinal ego-resilience; and (iv) the child's playfulness was indirectly influential to relational resilience and resilient competency through self-regulation. The discussion also took into account the specific methods which can be used to enhance the child's playfulness and self-regulation.

• Research in Community and Public Health Nursing
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• v.24 no.2
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• pp.214-224
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• 2013

Purpose: This study was conducted to examine effects of parents' rearing attitudes perceived by bullied children. The focus in this study was on mediating effects of ego-resilience. Methods: Data were collected from 202 bullied elementary school students in grade years 5 and 6. The data were analyzed by using descriptive statistics, correlation analysis and structural analysis with the SPSS/WIN 19.0 program and Amos 19.0. Results: First, significant positive relations between parents' rearing attitudes and ego-resilience, significant negative relations between ego-resilience and bullying, and between parents' rearing attitude and bullying were found. Second, the effects of ego-resilience as a mediator between perceived parents' rearing attitudes and bullying were significant statistically. Conclusion: The findings suggest that educational programs for parents are needed to improve parents' perception of the importance of their rearing attitudes toward bullying and nursing intervention programs for bullied children should be developed to increase their ego-resilience.