• Journal of the Korean Home Economics Association
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• v.40 no.5
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• pp.109-118
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• 2002

This study focused on the relationship among perceived social support from care teacher(institution staff), internal locus of control, and school adjustment of institutionalized children. This also examined the differences of perceived social support, internal thou of control, and school adjustment by gender and the duration in the institution. Participant were 119 fifth-and sixth-grade elementary school studens(58 boys, 61 girts). Perceived social support from care teacher, internal locus of control, and school adjustment were measured by self-reports of institutionalized children. The data were analyzed, in SPSS Win program, by Cronbach's α, T-test, Pearson Correlations, Simple Regression, Hierarchical Multiple Regression. As expected, results confirm that perceived social support was associated positively with internal locus of control and school adjustment. further, perceived social support also exerts indirect effects on school adjustment, mediated by internal locus of control. However, none of these variables differed by gender and the duration in the institution.

• Journal of Families and Better Life
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• v.24 no.2 s.80
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• pp.165-175
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• 2006

The purpose of this study was to examine the effects of ego?identity and rare teacher's emotional support on the value of sexuality of institutionalized adolescents. The subjects were 102 middle school adolescents in Daegu and Cyeongsangbuk Province, Korea. Ego-identity of the institutional youth, perceived emotional support of care teacher and sexual values reported by the institutionalized adolescents. The data were analyzed with an AMOS 5.5 Program by comparative fit index and a SPSS Win program 12.0 using cronbach's $\alpha$, simple regression, hierarchical multiple regression and path analysis. The findings showed that both the degree of ego-identity and perceived emotional support of care teacher exerted a significant effect on the sexual values of institutional youth. Furthermore, it is important to note that the care teacher's emotional support influenced sexual values of the youth, and was mediated by the ego-identity of the institutional youth.

• Korean Journal of Childcare and Education
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• v.10 no.3
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• pp.103-120
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• 2014

The purpose of this study was to examine the relationship among child care teachers' personal characteristics, resilience, and social support. The subjects in this study were 154 child care teachers working in Gangwon province. The resilience questionnaire(Jung Hyun Lee, 2013) revised from KRQT-52(Korean Resilience Quotient Test) and the perceived social support scale(Lee Jae-Young, 2012) were used for this study. For the research analysis, frequency, Cronbach's ${\alpha}$ coefficient, and Pearson's correlation were calculated and ANOVA test, Scheff$\acute{e}$ post-hoc analysis, and regression analysis were conducted. The results are as follows. Firstly, it was revealed that child care teachers' experiences, age, marital status, and type of child care center had a statistically meaningful difference in resilience. In contrast, teachers' educational backgrounds did not have a meaningful difference in resilience. Secondly, all the sub-variables of teacher's perceived social support had a positive statistically significant correlation with all sub-variables of their resilience. Thirdly, physical support of child care teachers' perceived social support had statistically meaningful positive influences on the positive characteristics and the overall resilience. Also evaluative support of child care teachers' perceived social support had statistically meaningful positive influences on the interpersonal skills, self-regulation, positive characteristics, and the overall resilience of resilience. In conclusion, the results indicated that it is needed to strengthen child care teachers' perceived social support for enhancing resilience, taking into account the background characteristics of individual teachers.