• Title, Summary, Keyword: 자아탄력성

Search Result 329, Processing Time 0.041 seconds

Interpersonal Skills Caused by Emotional Intelligence and Ego Resilience of Students Majoring in Dental Hygiene (치위생(학)과 학생의 감성지능과 자아탄력성이 대인관계능력에 미치는 영향)

  • Han, Ji-Hyoung;Kim, Ki-Eun
    • Journal of dental hygiene science
    • /
    • v.15 no.6
    • /
    • pp.746-752
    • /
    • 2015
  • Four hundreds and eighty-seven dental hygiene students were selected and a questionnaire survey was carried out to find out how emotional intelligence and ego resiliency affect interpersonal skills so that this can be the basis to enhance their interpersonal skills. PASW statistics 18.0 was used for analysis, results are as follows: It was statistically significant that students with higher emotional intelligence and ego resiliency and good interpersonal skills answered that they had high economic standard of living (p<0.001, p<0.05). Students raised by parents showed high emotional intelligence and ego resiliency (p<0.05), same result was shown among religious students too (p<0.05). Students with high ego resiliency showed better interpersonal skills (p<0.001), and ego resiliency influenced more on interpersonal skills than emotional intelligence. Therefore, curriculum to develop emotional intelligence and ego resiliency of dental hygiene students to improve their interpersonal skills which is one of the core competences of dental hygienist needs to be planned in the course.

The Effects of Stress and Ego Resilience on School Adjustment and Life Satisfaction (아동의 스트레스와 자아탄력성이 학교적응과 생활만족에 미치는 영향)

  • Lim, Kyung-Hee
    • The Korean Journal of Elementary Counseling
    • /
    • v.9 no.2
    • /
    • pp.217-233
    • /
    • 2010
  • This study aimed to investigate the effects of stress and ego resilience on children's school adjustment and life satisfaction. The subjects were 339 4th-6th grade children in Chungnam and Daejoen. Data were analyzed by Pearson's correlation and multiple regression analysis. And structural equation model were used to verify the model of this study and to examine the mediating effects of ego resilience. Results were as follows: First, school adjustment and life satisfaction were correlated with stress and ego resilience significantly. Second, the model of this study fit well. Third, Ego resilience mediated the relationship between stress and school adjustment, and between stress and life satisfaction. And it moderated the effects of stress on school adjustment and life satisfaction. And the suggestions for education and counseling of children were discussed.

  • PDF

The Relationships among Kindergarten Teachers' Job Stress, Ego-Resilience and Life Satisfaction (유아교사의 직무스트레스, 자아탄력성, 삶의 만족도의 관계)

  • Moon, Myung-Hwa
    • Journal of Convergence for Information Technology
    • /
    • v.10 no.4
    • /
    • pp.81-88
    • /
    • 2020
  • The purpose of this study is to investigate the effects of the job stress and ego-resilience of kindergarten teachers life satisfaction, and to explore ways to improve life satisfaction. 198 public and private kindergarten teachers and childcare center teachers in Gangwon-do were asked to respond by using job stress, ego-resilience, and life satisfaction questionnaires. Based on the collected data, Pearson's correlation coefficient analysis and hierarchical multiple regression analysis are as follows. First, the higher the job stress of the kindergarten teacher, the lower the life satisfaction, and the higher the ego-resilience, the higher the life satisfaction. In particular, the reward, a sub-variable of job stress, had a significant negative correlation with the kindergarten teacher's ego-resilience and life satisfaction. Second, the predictors of relationship resilience, energy, and reward significantly influenced the life satisfaction of kindergarten teachers, and the relationship resilience was relatively explanatory about life satisfaction. This study suggests that an educational plan to be explored to improve ego-resilience for kindergarten teacher's life satisfaction.

The Effect of Early Childhood Pre-service Teachers' Anger-Expression and Ego-Resilience on Teaching Efficacy (예비유아교사의 분노표현과 자아탄력성이 교수효능감에 미치는 영향)

  • Kang, Hyun-Young;Seo, Hyun-Ah;Eom, Se-Jin
    • Journal of the Korea Convergence Society
    • /
    • v.9 no.10
    • /
    • pp.293-302
    • /
    • 2018
  • This study examined early childhood pre-service teachers' anger-expression, ego-resilience, and teaching efficacy; the relationship among those three variables; and lastly, found out the relative influence of 'anger-expression' and 'ego-resilience' on their 'teaching efficacy'. 312 pre-service teachers, majoring in early childhood education at universities, participated in this study, and data were collected by survey questionnaires using research instruments of each of those three variables. The finding of this study showed that the early childhood pre-service teachers, scored high on the anger-expression, were scored low on ego-resilience and teaching efficacy; and those pre-service teachers, scored high on the ego-resilience, were scored high on their teaching efficacy. It was also found that the sub-factors' in 'anger-expression' and 'ego-resilience' affected the early childhood pre-service teachers' teaching efficacy.

The Relationship of the Subjective Happiness, Ego-resilience and Academic Achievement of Nursing Students : Focusing on the Giver, Taker, Matcher (간호대학생의 주관적 행복감, 자아탄력성, 학업성취도와의 관계: Giver, Taker, Matcher를 중심으로)

  • Han, Su-Jeong;Kim, Hye-Won
    • Journal of the Korea Convergence Society
    • /
    • v.9 no.4
    • /
    • pp.461-467
    • /
    • 2018
  • The purpose of this study was to identify the relationship of the subjective happiness, ego-resilience and academic achievement by type of giver, taker, matcher of nursing students. First, in the result of the type of nursing students, the Taker(43.0%) was the largest, the Matcher (40.1%) was next, the Giver (16.9%) was the least. The mean score of subjective happiness, ego-resilience and academic achievement were 16.9, 94.1, 3.3, respectively. According to the personality type, the Giver reported the highest academic achievement. But the Taker reported the lowest subjective happiness, ego-resilience and academic achievement. There were significantly positive correlations between subjective happiness and ego-resilience(r=.511, p<.001), and ego-resilience and academic achievement (r=.215, p<.05).

The Convergent effect of Ego-resilience, Nursing professionalism, and Social support on Department satisfaction in Nursing Students (간호대학생의 자아탄력성, 간호전문직관, 사회적 지지가 학과만족에 미치는 융복합적 영향)

  • Lee, Sun-young;Lee, Jeong-sook
    • Journal of Digital Convergence
    • /
    • v.15 no.12
    • /
    • pp.403-412
    • /
    • 2017
  • The study were to identify the effect of ego-resilience, nursing professionalism, social support on department satisfaction in nursing students. Data were collected from April to May 2017 from 272 nursing students. The study tools were ego-resilience, nursing professionalism, social support, department satisfaction. The data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation coefficients, multiple linear regression using SPSS/WIN 21.0 program. The result showed that the difference in department satisfaction relating to general characteristics were significant for reason for choosing a department, student activity, academic record. The correlation among ego-resilience, nursing professionalism, social support, department satisfaction were significant, and the significant factors influencing department satisfaction in nursing students were social support, nursing professionalism, ego-resilience. It is necessary to find ways to improve the department satisfaction through the activities that can enhance the social support, nursing professionalism, and ego-resilience of nursing students. This will help them adjust to college life.

The relationship between perceived Social support, Self-concept and Ego-resilience of middle-school students (중학생이 지각하는 사회적 지지, 자아개념과 자아탄력성과의 관계)

  • Yoon, Sang-Keun;Lee, Chang-H.
    • Journal of the Korea Academia-Industrial cooperation Society
    • /
    • v.10 no.10
    • /
    • pp.2917-2922
    • /
    • 2009
  • This study was conducted to investigate the relationship among Social support, Self-concept and Ego-resilience as perceived by middle-school students. A survey was conducted to 699 middle school students who live in Seoul area. The results showed significant correlations among social support, Self-concept and Ego-resilience. Most importantly, the variable of Self-concept was stronger predictor for Ego-resilence than Social support.

The Life Satisfaction and Ego-Resilience in Primary School Entrants': A test of school adjustment's mediation effects (초등학교 입학초기 아동의 삶의 만족도와 자아탄력성: 학교생활적응의 매개효과 검증)

  • Kang, Sang;Ryu, Kyung-Hee
    • Journal of Convergence for Information Technology
    • /
    • v.9 no.11
    • /
    • pp.149-158
    • /
    • 2019
  • The purpose of this study is to investigate the effects of ego-resilience on life satisfaction and the mediating effects of school adjustment between them among first graders, and to provide basic data for improving children's life satisfaction. For this purpose, the investigator collected data from 601 first graders at 25 elementary schools in the Jeonju area and analyzed them with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: first, there were significant correlations among the three factors of children's life satisfaction, ego-resilience, and school adjustment; and secondly, both of their ego-resilience and school adjustment had impacts on their life satisfaction, and their ego-resilience had influences on their life satisfaction via school adjustment. These findings indicate that there is a need for supports at various levels to increase the school adjustment abilities of first graders as well as their ego-resilience in order to improve their life satisfaction.

The Impacts of Daily Stress, Ego Resilience, and Quality of Life of the Elderly in Long-term Care Institutions (장기요양기관 노인의 일상스트레스, 자아탄력성이 삶의 질에 미치는 영향)

  • Lee, kang il;Lee, Jong Hun
    • Journal of the Korea Convergence Society
    • /
    • v.8 no.6
    • /
    • pp.325-336
    • /
    • 2017
  • In this study to identify a causal relationship between daily stress, ego-resilience and the quality of life of the elderly in long-term care facility, a causal relationship model was set up and path analysis was performed. The data collected from 380 elderly users in private long-term care facilities in Greater Seoul Metropolitan area were analyzed using SPSS 22.0 and AMOS 22.0 to analyze the correlation between daily stress, ego-resilience, and the quality of life of the elderly. The results of this study are as follows; First, daily stress of the elderly showed a negative (-) direct effect on the quality of life. Second, the ego-resilience of the elderly had a positive (+) direct effect on the quality of life. Third, daily stress of the elderly showed a positive (+) direct effect on ego-resilience. Fourth, daily stress of the elderly showed indirect effect and partial mediating effect on the quality of life through ego-resilience. Therefore, in order to improve the quality of life of the elderly, it is necessary to develop programs and institutional support to reduce daily stress and increase ego-resilience.

The Effects of Early Childhood Teacher's Interpersonal Relationship Ability and Ego-Resiliency on Psychological Well-Being (유아교사의 대인관계능력과 자아탄력성이 심리적 안녕감에 미치는 영향)

  • Han, Hee Jung;Seo, Hyun Ah;Oh, So Ra;Ha, Ji Min
    • Korean Journal of Childcare and Education
    • /
    • v.10 no.6
    • /
    • pp.143-164
    • /
    • 2014
  • This study aimed to find the effects of early childhood teachers of interpersonal relationship ability and ego-resiliency on psychological well-being. The Subjects, 243 early childhood teachers, answered the Interpersonal Relationship Ability Scale, Ego-Resiliency Scale, and Psychological Well-being Scale. The results were as follows; First, there were positive correlations between total and subscale scores of interpersonal relationship ability and psychological well-being of early childhood teachers. Also, there were positive correlations between the total and subscale scores of ego-resiliency and psychological well-being of early childhood teachers. Second, from multiple linear regression analyses of the variables, ego-resiliency had more significant influence on the psychological well-being of early childhood teachers than interpersonal relationship ability.