지각된 사회적 지지가 정서지능, 정신건강에 미치는 영향 = The Effect of Social Support Perceived by Elementary School Student on Emotional Intelligence and Mental Health

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of social support perceived by elementary school student on emotional intelligence and mental health.
The research questions for this study were as follows;
1. Are there significant differences between high or low social support and emotional intelligence according to the social support provider?
2. Are there significant differences between emotional intelligence and high or low social support which includes emotional, informational, physical and evaluated support according to the social support provider?
3. Are there significant differences between high or low social support and mental health according to the social support provider?
4. Are there significant differences between mental health and high or low social support which includes emotional, informational, physical and evaluated support according to the social support provider?
In order to verify these questions, 298 students(males: 168, females: 130) were selected in elementary schools, Daegu.
This study was used three questionnaire: 'Investigation of Social Support', 'Investigation of Emotional Intelligence', 'Investigation of Mental Health'.
One is surveyed by the help of Park, Jee-Won's Social-Support Inventory(1985) of 24 questions, revised into inventory by Jung, Jae-Hee in 2001.
Another is surveyed by Moon, Yong-Ryn's(1997) Emotional Intelligence Inventory of 47 questions.
The other is surveyed by the help of SCL-90-R Inventory of mental health of 64 questions, revised into inventory by Kim, Myung-Shin in 2002.
The scale of social support is consisted of emotional support, evaluated support, informational support and physical support. The scale of emotional intelligence is consisted of emotional perception, emotional expression, empathy, emotional control, emotional utilization. The scale of mental health is consisted of somatizaton, obesessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, parancid ideation, psychosomatic. All produced outcomes of this study come from SPSS 14.0. To investigate the differencial gaps among groups, this study used independent t-test.
The results were as follows;
1. The result of emotional intelligence was obtained a significant difference by social support providers who are father, mother, teacher and friend according to their high or low social support. According to high or low social support of social support provider who are father and mother, the result of emotional intelligence of elementary school students shows a significant difference in the all sub-levels of emotional intelligence. In emotional perception, empathy, emotional utilization, there was a significant difference according to high or low teacher's support. In emotional perception, emotional expression, empathy, emotional control, there was a significant difference according to high or low friend's support.
2. There was a significant difference between the sub-levels of social support of the social support provider who are father, mother, teacher and friend and emotional intelligence. According to high or low father's emotional and physical support, there was a significant difference in the all sub-levels of emotional intelligence. In emotional perception, emotional expression, empathy, emotional control, there was a significant difference according to high or low father's evaluated and informational support. According to high or low mother's emotional, informational and physical support, there was a significant difference in the all sub-levels of emotional intelligence. In emotional perception, emotional expression, empathy, emotional utilization, there was a significant difference according to high or low mother's informational support. According to high or low teacher's emotional support, there was a significant difference in empathy, emotional utilization, emotional control. There was a significant difference between teacher's evaluated support and the all sub-levels of emotional intelligence, except emotional control. There was a significant difference between teacher's evaluated, informational support and the all sub-levels of emotional intelligence, except emotional control. In empathy, emotional utilization, there was a significant difference according to high or low teacher's physical support.
In emotional utilization, there was no significant difference according to high or low friend's emotional, physical support. But there was a significant difference between the sub-levels of friend's support and the sub-levels of emotional intelligence.
3. The result of mental health was obtained a significant difference by social support providers who are father, mother, teacher and friend according to their high or low social support. According to high or low social support of social support provider who are father, the result of emotional intelligence of elementary school students shows a significant difference in somatizaton, obesessive compulsive, interpersonal sensitivity, depression, anxiety. In the all sub-levels of mental health, there was a significant difference according to high or low mother's support. There was a significant difference in interpersonal sensitivity, depression according to high or low teacher's support. In interpersonal sensitivity, depression, parancid ideation, there was a significant difference according to high or low friend's support.
4. In general, there was a significant difference between the sub-levels of social support of the social support provider who are father, mother, teacher and friend and mental health. There was a significant difference between father's emotional support and the all sub-levels of mental health, except hostility. According to high or low father's evaluated support, there was a significant difference in somatizaton, obesessive-compulsive, depression, anxiety, phobic anxiety. In somatizaton, obesessive-compulsive, interpersonal sensitivity, depression, anxiety, there was a significant difference according to high or low father's physical support. According to high or low father's emotional support, there was a significant difference in anxiety. According to high or low mother's emotional, evaluated and informational support, there was a significant difference in the all sub-levels of mental health. And there was a significant difference in obesessive-compulsive, interpersonal sensitivity, depression, anxiety, phobic anxiety, psychosomatic according to mother's physical support. According to high or low teacher's evaluated support, there was a significant difference in obesessive-compulsive, interpersonal sensitivity, depression, anxiety, parancid ideation, psychosomatic. In interpersonal sensitivity, depression, there was a significant difference according to teacher's physical support. There was a significant difference between friend's emotional support and the all sub-levels of mental health, except depression & parancid ideation. There was a significant difference between friend's evaluated support and the all sub-levels of mental health, except hostility. There was a significant difference in interpersonal sensitivity, depression, parancid ideation. In depression, parancid ideation, there was a significant difference according to friend's physical support.

목차 (Table of Contents)

• Ⅰ.서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• 3. 용어 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 6
• 1. 초등학교 고학년 아동의 발달 및 심리·사회적 특성 6
• 2. 사회적 지지 8
• 3. 정서지능 11
• 4. 정신건강 18
• Ⅲ. 연구 방법 21
• 1. 연구대상 21
• 2. 측정도구 21
• 3. 자료수집 25
• 4. 자료분석 25
• Ⅳ. 연구 결과 27
• Ⅴ. 논 의 49
• Ⅵ. 결론 및 제언 55
• *참고문헌 58
• *영문초록 63
• *부 록 67