학교스포츠클럽 참가 중학생의 사회적지지, 자아탄력성 및 심리적 안녕감의 관계 = Middle school students participate in school sports club Social suppore, Resilience, and Psychological well-bing the relationship between

다국어 초록 (Multilingual Abstract)

This study, students participating in school sports clubs ego resilience of social support and psychological wellbeing and the impact of factors identified empirically by analyzing the causal relationship between school physical basis for subsequent empirical research aims to be presented. To this end, in 2014, Busan in current middle schools and sports clubs participants selected population sample of convenience sampling method, using 356 people were used to analyze the effective sample data.
Questionnaires for this study consisted of 92questions: 2demographic questions, 23social suppore questions, 25resilience questions, 42psychological well-being questions. As a data analysis, t-test, One-way ANOVA and multiple regression analysis have been executed, using Window SPSS Ver. 21.0 program.
The major results are as follow:

1) according to gender and social support, self-resilience, and the difference in psychological wellbeing

First, social support, gender is not a teacher in men than in women higher.
Second, the gender dimension of intellectual self-resilience, spiritual dimension, volitional dimension, the school level, at the community level in male than in female higher.
Third, self-aware sense of gender and psychological well-being, teacher relationships, sex in men than in women assertive higher.


2) participate in the career of social support, self-resilience, and the difference in psychological wellbeing

First, the social support for teachers participating in any career for more than 6 months - 12 months of age group participated in group participation is higher than six months, respectively.
Second, the self-resilience career participating in a school-wide for more than 12 months, six months or more - less than 12 months less than 6 months participating groups showed higher participation group.
Third, teachers participated in a career in the sense of psychological well-being in a relationship for more than 12 months, six months or more - less than 12 months less than 6 months participating groups showed higher participation group.

3) effects of social support on ego resiliency

First, social support, family support, peer support, teacher support factor is the lower ego resiliency positive impact on the emotional dimension, respectively.
Second, social support, family support, peer support is the lower ego resiliency factors, the positive dimension of intellectual influence.
Third, social support, family support is a factor in the lower ego resiliency positive dimension of spiritual influence.
Fourth, social support, family support, peer support, teacher support factor is the lower ego resiliency dimension will influence positively.
Finally, social support, family support, peer support, teacher support factor is the lower ego resiliency positive impact on the school level, respectively.
Sixth, social support, family support, peer support, teacher support factor is the lower ego resiliency positive community-wide influence.
Seventh, social support, family support, peer support, teacher support factor is the lower ego resiliency positive impact on home dimension, respectively.

4) social support and psychological impact on wellbeing

First, social support, family support, peer support, teacher support is a sense of psychological well-being of low self-awareness factors influence positively.
Second, social support, family support, peer support, teacher support on the psychological wellbeing of family relationships, positive subordinate factors influence.
Third, social support and psychological wellbeing of teachers in the child support teacher relationship factors influence positively.
Fourth, social support, peer support on psychological wellbeing positive peer relationships of sub-factors influence.
Finally, social support, peer support, teacher support factor is lower psychological well - being assertive in a positive influence on sexuality.
Sixth, social support, family support, peer support, and psychological well - being of the child support teacher learning Aggressiveness factors influence positively.



5) Self elasticity impact on psychological wellbeing

First, the emotional dimension of ego resiliency, and intellectual dimensions, volitional dimension, school-wide sense of psychological well-being of the child self-awareness factors influence positively.
Second, the self-resilience school level, assuming the dimensions of the psychological wellbeing of family relationships, positive subordinate factors influence.
Third, the intellectual dimension of ego resiliency, school-wide, community-wide sense of psychological well-being of the child teacher relationship factors influence positively.
Fourth, the spiritual dimension of the self-resilience, determination dimension, school-wide, home of the sub-dimensions of psychological well - being friends with a positive factor influence.
Finally, the emotional dimension of self-resilience, intellectual dimension, the community level, the psychological dimension is not the home of the sub-factors of self-assertion nyeonggam positive influence on sexuality.
Sixth, the intellectual dimension of ego resilience, determination dimension, school-wide, community-wide sub-factors of a psychological study of inner nyeonggam Aggressiveness positive influence.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 목적 및 필요성 1
• 2. 연구가설 6
• 3. 연구의 제한점 7
• 4. 용어의 정의 8
• Ⅱ. 이론적 배경 10
• 1. 학교스포츠클럽 10
• 2. 사회적지지 19
• 3. 자아탄력성 23
• 4. 심리적 안녕감 29
• Ⅲ. 연구방법 33
• 1. 연구대상 33
• 2. 조사도구 34
• 3. 연구절차 43
• 4. 자료분석 44
• Ⅳ. 연구결과 45
• 1. 성별 및 참가경력에 따른 사회적지지, 자아탄력성, 심리적 안녕감의 차이 45
• 2. 사회적지지가 자아탄력성에 미치는 영향 54
• 3. 사회적지지가 심리적 안녕감에 미치는 영향 65
• 4. 자아탄력성이 심리적 안녕감에 미치는 영향 74
• Ⅴ. 논의 84
• 1. 성별 및 참가경력에 따른 사회적지지, 자아탄력성, 심리적 안녕감 차이 84
• 2. 사회적지지가 자아탄력성에 미치는 영향 89
• 3. 사회적지지가 심리적 안녕감에 미치는 영향 91
• 4. 자아탄력성이 심리적 안녕감에 미치는 영향 94
• Ⅵ. 결론 및 제언 97
• 1. 결론 97
• 2. 제언 101
• 참고문헌 102
• 부록 118
• Abstract 126