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초기 청소년의 학년에 따른 개인적 변인, 사회적 지지와 자아 존중감 간의 인과적 관련성
김경연 ( Kyong Yeon Kim ),김나현 ( Na Hyeon Kim ) 대한가정학회 2014 Human Ecology Research(HER) Vol.52 No.5
The purpose of this study was to investigate the causal relationship of early adolescents` personal variables and social support on their self-esteem by grade. Information on 226 6th graders from elementary schools and 226 1st year students from middle schools in Busan was collected. Early adolescents` prosocial behavior, academic achievement, social support, and self-esteem were assessed using their self-reports. For the data analysis, Cronbach`s a, t-test, Pearson`s correlation coefficient, and multiple regression were used. The collected data were analyzed by the SPSS ver. 21.0 program for Windows. The major findings were as follows: first, early adolescents` prosocial behavior, academic achievement, social support demonstrated a significant difference between grades. Second, peers` social support was the most powerful determinant of self-esteem in both the 6th graders from elementary schools and the 1st year middle school students. Third, prosocial behavior had the greatest total effect on self-esteem in the case of both groups of students. The middle schoolers` academic achievement had no causal effect on their self-esteem. The findings from this study indicate that early adolescents` personal variables and social support are important elements that affect their self-esteem differently depending on their grade. Further, the findings of this study can be used as fundamental data to develop a teaching plan and provide counseling for early adolescents in order to increase their self-esteem.
아동의 영역별 자아존중감에 대한 어머니의 지지 및 또래 수용도의 영향
박경리(Kyong Lee Park),김경연(Kyong Yeon Kim) 한국아동학회 2001 아동학회지 Vol.22 No.4
This study examined the effects of mother`s support and peer acceptance on children`s domain specific self-esteem and the moderating effects of best friend`s support. The subjects were 272 4^th and 349 8^th grader in Chin-ju. Data were analyzed by the SAS/PC^+ program, including Cronbach`s α, Pearson`s correlation, multiple regression and two-way ANOVA. Findings were that peer acceptance had a higher influence on academic-general self, peer-related self, physical-appearance self, personality self and physical-competence self than did mother`s support. Mother`s support had a higher influence on home self than did peer acceptance. Best friend`s support and mother`s support interacted with children`s physical-appearance self and physical-competence self. Best friend`s support and peer acceptance interacted with student`s peer-related self.
아동의 성별에 따른 인정욕구, 불안 및 분노억제와 관계적 공격성 간의 관련성
이영화 ( Young Hwa Lee ),김경연 ( Kyong Yeon Kim ) 대한가정학회 2013 Human Ecology Research(HER) Vol.51 No.2
The major purpose of this study was to explore the relation of a child`s need for approval, anxiety and anger-in on a child`s relational aggression according to gender. The study`s participants included 464 boys and girls selected from fifth-and sixth-graders at an elementary school in Busan. A child`s need for approval, anxiety, anger-in and relational aggression were assessed with their own self-reports. For data analysis, Cronbach α, T-test, Pearson correlation coefficients, and Multiple Regression were used. The collected data was analyzed by the SPSSWIN 18.0 program. The major findings were as follows: First, child`s anger-in demonstrated a significant difference among sexes. Girls indicated higher points than boys. Second, Boys` need for approval indirectly affected child`s relational aggression through anger-in. Boys` anger-in was directly affected by relational aggression. Boys` anxiety was directly affected by anger-in. And boys` anxiety indirectly affected child`s relational aggression through anger-in. Third, Girls` anxiety was directly affected by relational aggression. Need for approval and anxiety were directly affected by anger-in. The findings from this study indicates that child`s need for approval, anxiety and anger-in are important elements in relational aggression are affected differently depending on the child`s gender. Also, this study has meaning in that it can be used as fundamental data to develop a teaching plan and counseling program for children that can decrease relational aggression.