• Title, Summary, Keyword: Self-esteem

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Children's Self-Esteem : Dimensions and Development (아동의 자아존중감 : 구성영역과 발달)

  • Kim, Hee Haw;Kim, Kyong Yun
    • Korean Journal of Child Studies
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    • v.14 no.1
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    • pp.129-139
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    • 1993
  • The purpose of this study was (1) to explore the dimensions of children's self-esteem and (2) to explain the development of children's self-esteem through a short-term longitudinal approach. 219 children in 1st, 3rd, and 5th grades participated twice once each year over a 2 year period. Factor analysis, Pearson's correlation, Cronbach alpha, pairs t-test, and MANOVA were conducted. Instruments used in this study were made by present researchers. The results showed that (1) children's self-esteem consisted of the cognitive-competence self, peer-related self, teacher-related self, family self, negative self, and physically competent self: (2) the lst and 2nd grade children's self-esteem was higher than that of 3rd-6th grade children and the 3rd grade children's self-esteem changed little until they reached 5th grade, but the 6th grade children's self-esteem decreased.

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Child's Self-Esteem : The Mediational Role of Mother's Parenting Self-Efficacy by Child's Gender (아동의 성별에 따른 어머니 양육효능감의 매개적 역할 : 아동의 자존감 모형 탐색)

  • Choe, Hyung Sung
    • Korean Journal of Child Studies
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    • v.28 no.3
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    • pp.77-100
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    • 2007
  • This study investigated child's self-esteem by the mediational role of mother's parenting self-efficacy and its relations to perceived social support, parenting behavior, and stress, and to child's temperament and gender. Participants were 403 Korean children(188 boys, 215 girls) and their mothers living in Seoul. Structural equation modeling for boys and girls and their mothers indicated that parenting self-efficacy mediated the relation between social support and parenting behaviors including Warmth-Acceptance and Rejection-Restriction. In these models, parenting self-efficacy related to child's self-esteem through parenting behavior. Child's temperament related to self-esteem directly in three parenting behavior models. In Permissiveness-Nonintervention, parenting self-efficacy mediated between social support and self-esteem in both boy's and girl's models, between child's temperament and self-esteem in only boy's model.

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The Influence of Collective Self-esteem on Teachers' Job Stress (교사의 집단적 자아존중감이 직무 스트레스에 미치는 영향)

  • CHOI, Tae-jin
    • Journal of Fisheries and Marine Sciences Education
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    • v.29 no.3
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    • pp.732-745
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    • 2017
  • The purpose of this study was to analyze the influence of collective self-esteem on teachers' job stress. For the study, 223 teachers in elementary school, junior high school, and high school were selected and data on teachers' background variables, collective self-esteem, and job stress were collected. The relationship between variables was analysed by using multiple regression analysis. The results were as follows: The job stress of teacher was significantly different according to teacher's gender, school level, and career experience. When the influence of background variables was controlled and multiple regression analysis was performed, the group self-esteem of teachers had a great influence on mitigating the perception of job stress. Particularly, it was shown that private collective self-esteem and importance to identity are the most important factors in mitigating job stress perception among the sub-variables of collective self-esteem. These results showed that it is an important task for our society to find an effective way to elevate the teacher's collective self-esteem. Teachers' collective self-esteem is expected to play a positive role not only in mitigating job stress but also in enhancing self-fulfillment and personal self-esteem of teacher.

The Effects of Self-esteem, Stress, and Social Support on Depression among Middle-aged Women (자아존중감, 스트레스 및 사회적 지지가 중년 여성의 우울에 미치는 영향)

  • Lee, Hung Sa;Ko, Young
    • Journal of Korean Public Health Nursing
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    • v.31 no.1
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    • pp.58-70
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    • 2017
  • Purpose: This study was conducted to determine if women's depression is influenced by their self esteem, stress, and social support. Methods: This study was a descriptive survey, and data were collected from the November 1 to December 20, 2015 using a self-reported questionnaire. The measurements were SES for self esteem, and CES-D for depression. A total of 165 middle-aged women participated through convenient sampling. Results: There were significant difference in self-esteem according to education level and monthly income. Additionally, there was an inverse correlation between stress and self esteem, as well as a significant strong correlation between self esteem, stress, social support and depression. Finally, multiple regression showed that self-esteem and stress had significant effects on depression, and their explanatory power was ${\Delta}R2(%)=47.9$ (${\Delta}F=66.526$, p<.001), p<.001). Conclusion: This study confirmed that depression was closely related to self-esteem and stress among middle-aged women. Based on these findings, we suggest that the health policies of reducing depression for middle-aged women should focus on reducing stress and reinforcing their self-esteem.

Correlations among Self-Esteem, Depression and Academic Achievement in Nursing College Students (간호대학생의 자존감 및 우울과 학업성취도와의 관계)

  • Lee, Hwa-In
    • Journal of Korean Public Health Nursing
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    • v.22 no.1
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    • pp.97-107
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    • 2008
  • Purpose: To investigate the relationships among self-esteem, depression and academic achievement in nursing college students. Method: The study subjects consisted of 350 nursing college students. The data were collected by self-administered questionnaire from September 3rd to 28th 2007. Results: 1) The mean scores self-esteem, depression, and academic achievement were 3.03 (on a 4-point scale), 4.00 (on a 7-point scale), and 87.33 (on a 100-point scores), respectively. 2) There were significant differences and impacts on self-esteem according to the economic state, character, attitude to parents, consideration of aptitude, satisfaction of school life and satisfaction of nursing. Depression differed significantly according to the economic state, residence type and satisfaction of school life. Academic achievement differed depending on the attitude to parents, consideration of aptitude and satisfaction of nursing. There was a significant positive correlation between self-esteem and academic achievement, but a negative correlation between self-esteem and depression in nursing college students. Conclusion: There was a positive correlation between self-esteem and academic achievement. Moreover, self-esteem can provide a basis for constructing further studies in intervention programs relating to the curriculum for nursing college students. Based on the above findings, programs are needed for the improvement of self-esteem and the reduction of depression, and further research is suggested on the development of such programs.

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Influence of socio-demographic characteristics and ethical type on self-esteem in dental hygiene students (일부 치위생과 학생들의 인구사회학적 특성과 윤리성향이 자아존중감에 미치는 영향)

  • Lee, Hye-Kyung;Ju, On-Ju
    • Journal of Korean society of Dental Hygiene
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    • v.15 no.3
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    • pp.497-504
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    • 2015
  • Objectives: The purpose of the study is to investigate the influence of socio-demographic characteristics and ethical type on self-esteem in dental hygiene students. Methods: A self-reported questionnaire was completed by 657 dental hygiene students in J region from November 10 to December 10, 2014. Data were analyzed by SPSS 12.0 program. The study instrument consisted of ethical type and self-esteem by Liker 5 scale. Ethical type was adapted from Ethics Position Questionnaire by Forsyth and self-esteem was adapted and modified from Rosenburg instrument. Cronbach alpha was 0.850 in ethical type and 0.840 in self-esteem. Results: Ethical type of dental hygiene students showed higher idealism of 3.87 and relativism of 3.59. Self-esteem was 3.49. Extroverted personality tended to show higher self-esteem. Age, monthly income of parents, family atmosphere had an influence on self-esteem. The explanatory power of the study was 35.0%. Conclusions: The ethical type and self-esteem were the important factors to the dental hygiene students in career development.

Health Promoting Behavior of College Students (일부 대학생의 건강증진행위)

  • Park, Hyun-Sook;Yi, Ga-Eon
    • Journal of Korean Academy of Community Health Nursing
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    • v.10 no.2
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    • pp.347-361
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    • 1999
  • This study was undertaken in order to determine the relationship among a health locus of control. self-esteem. perceived health status. and health promoting behavior in order to determine factors affecting health promoting lifestyle in college students. The subject were 137 students of one university in Kyungsan. The analysis of data was done with a mean. percentage. Pearson correlation coefficient. and Stepwise multiple regression with an SAS program. The result of this study ware as follows: 1. Performance in health-promoting behavior was significantly correlated with self-efficacy and self-esteem 2. Performance in self-achievement was significantly correlated with self-efficacy, self-esteem, and perceived health status. Performance in health responsibility was significantly correlated with self-efficacy and self-esteem Performance in exercise was significantly correlated with self-efficacy and perceived health status. Performance in nutrition was significantly correlated with self-efficacy. self-esteem. and perceived health status. Performance in interpersonal support was significantly correlated with self-efficacy. internal locus of control. and self-esteem Performance in stress management was significantly correlated with self-efficacy, self-esteem. and perceived health status. 3. Self-efficacy was the highest factor predicting health promoting lifestyles. 4. Self-efficacy was the highest factor predicting self-achievement. health responsibility. exercise. nutrition. and stress management. Self-esteem was the highest factor predicting interpersonal support. From this research findings, we need to develop health promoting program and health education focusing on exercise, health responsibility for college students.

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Mediating Effects of Self-Esteem on the Relationship between Perfectionism in Children, and Depression and Anxiety (아동의 자기지향 및 사회부과 완벽주의와 우울, 불안 간 관계에 대한 자아존중감의 매개효과)

  • Chyung, Yun-Joo
    • Journal of the Korean Home Economics Association
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    • v.50 no.1
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    • pp.15-28
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    • 2012
  • The purpose of this study was to examine: (1) the relationships among two dimensions of children's perfectionism (both self-oriented and socially prescribed), and levels of depression, anxiety, and self-esteem; (2) whether or not self-esteem mediates the relationship between children's self-oriented perfectionism, and depression and anxiety; and (3) whether self-esteem mediates the relationship between socially prescribed perfectionism, and depression and anxiety. The participants were 406 fifth and sixth graders. Their data were collected with questionnaires. It was found that there are significant correlations between children's self-oriented perfectionism, and depression and self-esteem, and there are also significant correlations between children's socially prescribed perfectionism, and depression, anxiety, and self-esteem. It was also found that self-esteem mediates the relationship between the two dimensions of children's perfectionism, and depression and anxiety. These results seem to indicate that enhancing healthy self-esteem could lower the risks of experiencing depression and anxiety in children with perfectionistic personality.

A STUDY ON THE RELATIONSHIP BETWEEN THE LEVEL OF CAREER AWARENESS AND SELF-ESTEEM OF CHILDREN IN ELEMENTARY SCHOOLS (초등학교 아동들의 진로인식 수준과 자아존중감과의 관계 연구)

  • Kim, Mi-Ran
    • 한국초등상담교육학회:학술대회논문집
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    • pp.205-222
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    • 2004
  • Fundamental direction of the seventh education curriculum aims to nurture active and creative Koreans for globalized and information-oriented society of 21 century, and emphasizes the importance of career education identifying its subsections that are practices of student-focused education of aptitude, ability and career. Hence, as a clear targeting of career objective from elementary school through relevant career education enables them to recognize appropriate career for themselves, the basis of self- actualization and social contribution must be settled. This paper seeks to identify the relationship between career awareness and self-esteem by examining and analysing differences of sex, region and level. This study selected 536 samples from 4th and 6th year elementary school students in C city and S town of Chungcheong province. Career awareness test and self-esteem test is used as a measurement, statistical process control (SPC) of career awareness and self-esteem (M, SD, r) is made for each variable, and the significance was tested. The result of this research can be summarized as follows: First, generally there is very significant regional differences of career awareness (F=16.817, p<.001), which contains that urban children has higher career awareness (M=120.22) than that of rural children (M=113.87). In subsections of career awareness, self-esteem of urban children is higher than that of rural children, and the attitude & for career and values of girls is higher than that of boys. In terms of the career planning, urban children and 6th year students are higher than rural children and 4th year students. Second, self-esteem generally has very significant regional difference (F=12.123, p<.01), which contains that the self-esteem of urban children (M=106.50) is higher than that of rural children (M=101.80). In comparison of different forms, a very significant difference is as much as p<.01 level (F=11.046), which contains 4th year students (M=105.63) have higher self-esteem than 6th year students (M=102.05). In subsections of self-esteem, gross self-esteem and social self-esteem of urban children are higher than rural children. In terms of family self-esteem, urban children and 4th year students have higher figure than rural children and 6th year students. In school self-esteem, 4th year students had higher level than the 6th. Third, the career awareness and self-esteem are generally related as r= .50, it was very significant at p<. 001 level. All subsections of career awareness had positive relationships except the school self-esteem. According to the result, rural children had relatively low career awareness and self-esteem. This is presumably due to relatively poor circumstances for rural children, comparing to that of urban children. Therefore rural elementary schools should try to let them have appropriate career awareness by associating with family, school and local society to expand the opportunity of experiences for the self perception of aptitude, nature and interest. In addition, we have to strive for the whole-minded education increasing the self-esteem of rural children and giving them positive thinking through career counselling, personal counselling and group counselling.

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The Effects of Laughing Programs on Elementary Students Anxiety and Self-esteem (웃음프로그램이 초등학생의 불안과 자아존중감에 미치는 효과)

  • Jang, Hyun Sun;Jeong, Sohee
    • The Journal of Korean Society for School & Community Health Education
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    • v.16 no.2
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    • pp.101-114
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    • 2015
  • Objectives: Find out how it affects anxiety situations and self-esteem targeting the critical period of development of self-esteem in the lower grades in elementary school based on laughter therapy in having a positive influence on physical health promotion and positive emotional cultivation. And to verify the effects of laughter activity was to provide preliminary data on mental health education and guidance of school life. Methods: By targeting Ulsan Y elementary school, second grade 7 class, 191 students conducted test self-esteem and anxiety. Homogeneous group of experimental and control groups were selected in each one class. Classified as experimental group carried out laughter activity programs and control group did not carried out. Also the separation of the application program before and after, then it were performed preliminary-post-further as same checklist. Program coverage period is 12 weeks and 30 minutes per session was conducted twice a week. Differences between the experimental group and the comparison group has conducted the independent samples t-test, and if the difference between the experimental group and the comparison group were verified by performing a variance analysis(Oneway ANOVA) and post multiple comparisons. Results: Analysis of the experimental group decreased anxiety in the post-test than the pre-test as a whole, in particular, sub-areas of concern, shame and shyness was shown to be effective, and decision of the difficulty was not significant by insignificant reduction. In addition, self-esteem was increased in overall score. The score of collective self-esteem and School life self-esteem were more increased, and domestic self-esteem was not significant by slight increases. In contrast, the comparison group showed no significant difference in all areas of anxiety and self-esteem of pre-test and post-test. Conclusions: In experiments on self-esteem and anxiety of lower grade in elementary school through laughter activity program, comparison group it did not show an effect by accident, and experimental group showed meaningful effects that self-esteem was increased and anxiety was reduced. Thus, laughter activity can be seen that improving self-esteem, anxiety reduction and etc, is very beneficial to mental health.