• 가정과삶의질연구
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• 제27권2호
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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.

• 아동학회지
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• 제37권2호
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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.

• 아동학회지
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• 제34권4호
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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.

• 수산해양교육연구
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• 제22권4호
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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.

• 한국학교보건학회지
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• 제29권2호
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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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• 제51권5호
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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.

• 아동학회지
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• 제36권4호
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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.

• 동서간호학연구지
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• 제17권2호
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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.

• 한국콘텐츠학회논문지
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• 제16권3호
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• pp.638-648
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• 2016

본 연구는 영유아교사의 자아강도, 자기효능감이 문제해결력에 미치는 영향을 알아보고자 실시하였다. 연구대상은 K시와 J지역에 재직하고 있는 영유아교사 293명이다. 연구도구는 자아강도 척도와 자기효능감 척도, 문제해결력 척도를 사용하였다. 자료는 t검증, 일원변량분석, 상관관계, 회귀분석으로 처리하였다. 연구결과, 영유아교사의 자아강도와 자기효능감, 그리고 문제해결력은 상관관계가 있었으며 문제해결력에 자아강도와 자기효능감이 영향을 주는 변인임이 밝혀졌다. 영유아교사는 자신에게 일어난 문제를 얼마나 효율적으로 해결하고 있는가에 따라 문제해결과 대처능력의 차이를 보이며 자아를 통합하는 자아강도에 중요한 요소로 자기효능감과도 연관이 있다. 자신의 심리적인 갈등과 불안을 해결하지 못한 교사는 영유아를 따뜻하고 편안하게 돌보고 지도하기에 미흡하므로 긍정적인 자기상(self-image)을 형성하여 문제해결을 증진시킬 수 있는 자아성장 프로그램 개발의 필요성을 시사하고 있다.

• 한국가정과교육학회지
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• 제23권1호
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• pp.37-51
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• 2011

본 연구의 목적은 청소년의 자아탄력성에 영향을 미치는 개인 가족 사회적 요인 대해 살펴보는 것이다. 이를 위해 개인적 요인으로서 기질, 요인으로서 가족건강성, 사회적 요인으로서 사회적 선택해, 이들이 자아탄력성에 알아 보았다. 본 연구에서는 450명의 중 고등학생을 대상으로 하였다. 청소년의 기질, 가족건강성, 사회적지지, 자아탄력성은 자기보고식 질문지를 이용해 평가하였다. 수집된 자료는 요인분석, 빈도분석, 백분율, 기술통계, t-검증, Pearson의 적률상관관계분석, 표준 다중회귀분석을 이용해 분석하였다. 연구결과는 다음과 같다. 첫째, 청소년은 기질의 지속성, 사회적 지지의 담임교사의 지지, 친한 친구의 지지, 자아탄력성 전체와 자아탄력성 하위요인 중 감정조절에서 성별에 따라 차이를 보였다. 둘째, 청소년의 자아탄력성은 기질의 지속성과 활동성, 가족건강성, 사회적 지지와 유의한 정적 상관이 있었고, 기질의 정직성과는 유의한 부적 상관이 있었다. 즉, 한 가지 일에 집중하는 성향이 높고, 움직이는 것을 좋아하고 명랑할수록, 익숙한 것만 고집하는 성향이 낮을수록, 가족이 가족으로서의 기능을 원활히 수행할수록, 담임교사와 친한 친구의 높게 자아탄력성이 높게 나타났다. 셋째, 청소년의 성별, 기질, 가족건강성, 사회적 지지는 자아탄력성을 유의하게 설명하는 것으로 나타났다. 구체적으로 성별, 경직성, 지속성, 활동성, 가족건강성, 담임교사의지지, 친한 친구의 지자가 자아탄력성에 영향을 미치는 것으로 나타났다. 즉, 남학생집단이 여학생집단보다 자아탄력성이 높고, 익숙한 것만 고집하는 성향이 낮고, 잘 집중하며 움직이는 것을 좋아하고 명랑한 성향이 강할수록, 가족원간의 친밀감이 높을수록, 가족이 가족의 기능을 원활히 수행할수록, 담임교사와 친한 친구의 지지를 높게 지각할수록 자아탄력성이 높았다. 이상의 연구결과는 개인적 요인과 가족적 요인 뿐 아니라 사회적 요인을 고려한 프로그램 개발이 필요하다는 것을 시사한다.