자존감, 자존감 안정성, 자기개념 명료성과 심리적 적응과의 관계 탐색

고현석,김민희,민경환 한국심리학회 2012 한국심리학회지 일반 Vol.31 No.3

This study distinguished the content and structural aspects of self-concept and examined the relationships between self-esteem, stability of self-esteem, and self-concept clarity, and the relationship between those variables and psychological adjustment. Self-concept was measured by the Rosenberg Self-Esteem Scale, Stability of Self-Esteem Scale, and Self-Concept Clarity Scale. There was a significant correlation among the three variables. Hierarchical and multiple regressions were used, with subjective well-being and mental health index as criterion variables, to investigate the relationship between the three variables and the individual’s psychological adjustment. Hierarchical regression showed that after controlling for self-esteem, the stability of self-esteem strongly predicted subjective well-being and accounted for an additional variance; however, self-concept clarity did not explain any incremental variance. Multiple regression revealed that self-esteem is the most predictable variable for subjective well-being, but self-concept clarity did not show any significant relation. However, the mental health index constructed with depression, anxiety and stress had a discriminative pattern. Regression controlled for self-esteem and demonstrated that the stability of self-esteem and self-concept clarity explain any incremental variances. The variances were higher than those of self-esteem in every criterion variable. Multiple regression also showed that the stability of self- esteem is the most accountable variable in predicting the mental health index, and that the variance of self-esteem was lower than that of self-concept clarity. Finally, a number of implications, limitations and suggestions for future research were discussed. 본 연구에서는 자기개념의 내용적 측면과 구조적 측면을 구분하고, 이를 대표하는 구성개념인 자존감, 자존감 안정성, 자기개념 명료성 간의 관계 및 이들 변인과 심리적 적응과의 관계를 탐색하였다. 이를 위해 자존감 척도(RSES), 자존감 안정성 척도(SSES), 자기개념 명료성 척도(SCCS)로 자기개념을 측정한 결과, 세 변인 간에는 서로 유의미한 상관이 나타났다. 이들 변인과 개인의 심리적 적응과의 관계를 탐색하기 위해 주관적 안녕감과 정신건강 지표를 준거변인으로 하여 위계적회귀분석과 다중회귀분석을 실시하였으며 주요 결과는 다음과 같았다. 먼저 주관적 안녕감의 경우, 자존감을 통제한 위계적회귀분석에서 자존감 안정성은 유의미한 증분 설명량을 보였으나, 자기개념 명료성은 증분 설명량을 나타내지 못했다. 다중회귀분석 결과 자존감은 주관적 안녕감을 예언하는 가장 중요한 변인으로 확인되었으며, 자기개념 명료성은 유의미하지 않았다. 하지만 우울, 불안, 스트레스로 구성된 정신건강 변인에서는 차별적인 패턴이 발견되었다. 자존감을 통제한 회귀분석에서 자존감 안정성, 자기개념 명료성 모두 증분 설명량을 보였으며, 우울, 불안, 스트레스 모두에서 자존감보다 설명량이 높은 것으로 확인되었다. 다중회귀분석 결과에서도 자존감 안정성이 정신건강 변인을 예언하는 가장 중요한 변인으로 나타났으며, 자존감의 설명력이 가장 낮았다. 마지막으로 본 연구결과에 대한 의의와 제한점, 그리고 추후 연구 방향에 대해 논의하였다.

아동의 자기수용이 자존감과 외적 자기가치 수반성, 자존감 안정성과의 관계에 미치는 영향

양곤성 한국초등상담교육학회 2024 초등상담연구 Vol.23 No.1

The purposes of this study were to examine the independent effects of self-acceptance in the relationships between self-esteem and self-esteem stability, external contingencies of self-worth and moderating effect of self-acceptance on the relationship between self-esteem and external contingencies of self-worth, self-esteem stability. The subjects were 244 elementary school students in Seoul. Self-acceptance, self-esteem, stability of self-esteem, external contingencies of self-worth scale were examined to children. The data were analyzed by Pearson correlation, hierarchical multiple regression analysis. According to the results the correlations between self-esteem, self-acceptance and self-esteem stability and external contingencies of self-worth were significant. The effect of self-acceptance on self-esteem stability and external contingencies of self-worth independently of self-esteem was significant. The moderating effect of self-acceptance was significant in the relationship between self-esteem and self-esteem stability. The results of this study demonstrated it is important to consider role of self-acceptance when develop educational interventions for elementary school children.

군 병사의 자기복잡성과 심리적 디스트레스의 관계: 개인자존감과 집단자존감의 매개효과

심윤기,김완일 한국상담학회 2014 상담학연구 Vol.15 No.6

본 연구는 군 병사를 대상으로 긍정․부정 자기복잡성과 개인 및 집단자존감이 심리적 디스트레스에 미치는 영향을 구조회귀 모형을 통해 검증하는 것을 목적으로 하고 있다. 이를 위해 강원도 지역에서 복무하고 있는 병사 372명을 대상으로 자기복잡성, 개인 및 집단자존감, 심리적 디스트레스 척도를 실시하였다. 연구결과, 긍정․부정 자기복잡성은 개인자존감에 영향을 미치고, 개인자존감은 집단자존감에 영향을 주며, 집단자존감은 다시 심리적 디스트레스에 차례로 영향을 미치는 순차적 완전매개 효과가 나타났다. 본 연구는 자기복잡성과 개인 및 집단자존감 등 다양한 자기개념 변인들을 살펴봄으로써 그 관계성을 밝혔다는데 의의가 있다. 본 연구 결과는 먼저, 군 병사들의 심리적 디스트레스를 감소시키기 위해 개인 및 집단자존감을 포괄하는 자기개념증진 집단프로그램 개발의 필요성을 시사한다. 다음으로, 군 병사들을 대상으로 한 상담 시 개인 및 집단자존감을 고양시킬 필요가 있음을 시사하고 있다. 마지막으로, 본 연구결과에 대한 논의와 추후연구를 위한 제언을 제시하였다. The purpose of this study is to test the effects of positive/negative self-complexity, personal self-esteem and collective self-esteem on psychological distress among military soldiers with structural regression model. For this purpose, this study administered a self-complexity scale, personal and collective self-esteem scale and psychological distress scale to 372 military soldiers who served in Gangwon-do region. The result showed that there is a sequential mediating effect in which the positive/negative self-complexity affected personal self-esteem, which in turn affected collective self-esteem which affected psychological distress, in sequence. The implication of this study is to examine various self-concept variables including self-complexity, personal and collective self-esteems to demonstrate their relationships. The findings suggest that there is a need for self-concept enhancement group program encompassing personal and collective self-esteems in order to reduce psychological distress among military soldiers. Next the findings suggest that there is also a need to enhance personal self-esteem as well as collective self-esteem in counseling with military soldiers. Finally, the discussion on this study and suggestions for future study were presented.

자존감, 인지적 정서조절전략과 공격성 간의 관계 - 교도소 수용자를 대상으로-

김은희,강승호 한국교정학회 2010 矯正硏究 Vol.- No.47

The purpose of this study was to investigate the relationships among self-esteem, cognitive emotion regulation strategies, and aggressiveness of the convicts incarcerated in a correctional institution. Five Questionnaires were administered to 304 convicts. First, the study examined the differences among the self-esteem subtypes on aggressiveness, anger expression, and cognitive emotion regulation strategies. For this purpose, the participants were divided into three groups based on their scores on the SES and NPDS; high self-esteem, defensive self-esteem, and low self-esteem group. For this, ANOVA was conducted. And then, the study identified mediation effect of cognitive emotion regulation strategies on the relationships between self-esteem and anger expression by using hierarchical multiple regression. The main results were as follows; First, The high self-esteem group showed lower anger, hostility, and physical aggression than the defensive and low self-esteem groups. The defensive self-esteem group showed higher hostility and verbal aggression than the other groups did. Second, The defensive and low self-esteem groups showed higher anger-out and anger-in than the high self-esteem group did. Furthermore, the low self-esteem group showed the highest difficulty in anger-control. Third, The high self-esteem group utilized more adaptive emotion regulation strategies, but the low self-esteem group utilized more maladaptive strategies. Forth, Adaptive emotion regulation strategies mediated the relationship between self-esteem and adaptive anger expression. Also, maladaptive emotion regulation strategies mediated the relationship between self-esteem and maladaptive anger expression. 본 연구에서는 교도소 수용자를 대상으로 자존감, 인지적 정서조절전략과 공격성 간의 관계를 살펴보고자 하였다. 이를 위해 자존감 척도(SES), 자기애성 성격장애 척도(NPDS), 인지적 정서조절 질문지(CERQ), 공격성 질문지(AQ-K), 상태-특성 분노표현 척도(STAXI-K)가 실시되었으며, 총 304명의 응답이 분석에 포함되었다. 먼저, 자존감 유형에 따라 공격성과 분노표현 양상, 인지적 정서조절전략에 차이가 있는지를 ANOVA와 Tukey 사후비교를 통해 알아보았다. 분석 결과 첫째, 높은 자존감 집단에서 분노감, 적대감, 신체적 공격행동이 가장 낮았으며 방어적인 자존감 집단에서 적대감과 언어적 공격행동이 가장 높았다. 방어적인 자존감 집단과 낮은 자존감 집단에서 분노표출과 분노억제 경향이 동일하게 높았지만, 낮은 자존감 집단에서 분노통제의 어려움이 가장 큰 것으로 나타났다. 둘째, 높은 자존감 집단에서 적응적인 인지정서조절 전략이, 낮은 자존감 집단에서는 부적응적인 인지정서조절 전략이 더 많이 사용되는 것으로 나타났다. 마지막으로, 인지적 정서조절전략이 자존감과 분노표현 양상 간의 관계에서 매개적 역할을 하는지 검증하기 위하여 위계적 회귀분석을 실시하였다. 예측대로, 적응적 인지정서조절 전략은 자존감과 적응적 분노표현 간의 관계를 매개하였으며, 부적응적 인지정서조절 전략은 자존감과 부적응적 분노표현 간의 관계를 매개하는 것으로 확인되었다.

A Study on Applying the Factors of Self-Esteem to Moral Education

( Kim Bong-je ) 한국윤리학회(구 한국국민윤리학회) 2017 倫理硏究 Vol.113 No.1

The self-esteem first presented by William James is one of the oldest research topics in psychology. Research on self-esteem provides a starting point for restoring human nature in modern society where humanity has been lost. The reason why self-esteem is illuminated as a research theme is recognized as a major mechanism for leading to human behavior. According to researches self-esteem has emotional, cognitive, and evaluative functions, and is divided into two factors: domain and specific. Especially, the specific factors of self-esteem are related to the moral trait. Thus, a good understanding of the factors of self-esteem associated with moral traits is an attempt to promote the development of moral education. According to 2015 Moral Education Curriculum (MEC), self-esteem and positive attitude related to self-esteem were suggested as elements of moral education contents. In order to utilize self-esteem as an effective moral education content, it is necessary to analyze the characteristics and factors of self-esteem. Also, this try is to find the grounds that can be applied to moral education. For this purpose, this study analyzed the characteristics of early self-esteem and recently presented concepts to find applicability to moral education. In addition to this, some examples of how to link the factors of self-esteem and the contents presented in 2015 MEC is presented.

중학생의 청소년 수련관 프로그램 참여가 자아존중감 및 정신건강에 미치는 영향

김태형(Kim Tae Hyeong),조지훈(Cho Ji Hoon),전진욱(Jeon Jin Uk) 한국유산소운동과학학회 2017 한국유산소운동과학회지 Vol.15 No.1

The purpose of this study is to examine the effect of the youth training center program on the change of psychological characteristics such as self-esteem and mental health of adolescents. To accomplish this goal, the youth training center program was implemented for two middle school students who participated in the youth training center located in Gurye-gun, Jeollanam-do. Among 380 questionnaires, which were not participated in the double youth training center program or those who abandoned moderately, 36 of the questionnaires including no answer, double entry, and no acceptance were coded, followed by SPSS 20.0 versiov statistical program. One-way ANOVA and Scheffe(post-test) tests were conducted to examine differences in mental health. T-tests were conducted to examine the mean and standard deviation of pre- As a result, it was found that after participating in youth training center program activities, the sef -esteem and mental health score of adolescents were increased or decreased by sub - types. The conclusions drawn from this study are as follows. First, in the present study, there was a significant difference in general self-esteem, family self-esteem, and self-esteem at school as a sub-variable of self-esteem and self-esteem. The self-esteem score showed an increase in overall self-esteem from the pre/post test, and the sub-variables of self-esteem such as general self-esteem, social self-esteem, home self-esteem, There was a significant improvement. Second, as a result of the youth training activities, it was found that the self and psychopathology, which are sub-variables of mental health, were significant according to sex and school. Self-efficacy, social support (family), and psychopathology were significant subscales of mental health. Social support (friends and relatives), which is a sub-variable of mental health, was significant according to the number of participation. After performing youth activities, it was found that the subscales of self-efficacy, social support, and psychopathology were significantly higher in mental health subscale.

방과후 자아존중감 프로그램 참여가 저소득층 아동의 자아존중감 및 또래관계에 미치는 효과

김정희,정다운 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.4

The purpose of this study was to investigate the effects of an after-school self-esteem program on the self-esteem and peer relationships of children from low-income families. We performed this research over a period of 11 sessions with Im Seonyoung's self-esteem program and we performed the evaluation using Choi Boga and Jeon Guyyeon's self-esteem questionnaire (1993) and Kim Taehee's peer-relationship questionnaire (2005). The subjects included 24 elementary students from low-income families, in grade 4, or grade 5, who use the A-regional children center located in Gyeonggi province. Means, standard deviations, and a paired t-test were conducted. Firstly, statistically meaningful enhancements of the self-esteem of students occurred after they took the after-school self-esteem program. Among the subordinate factors, the general self-easteem and home self-esteem of the participants were enhanced, but their social self-esteem and learning self-esteem did not show statistically meaningful differences after the program. Secondly, the number of peer-relationships of participants increased after the after-school self-esteem program. In the subordinate factors, respectfulness among peers was enhanced, but their reliability did not show a statistically meaningful difference after the program. 본 연구는 자아존중감 프로그램이 저소득층 아동의 자아존중감과 또래관계에 미치는 효과를 검증하는데 있다. 본 연구는 경기도에 소재한 A지역아동센터를 이용하는 저소득층 아동 4, 5학년 24명을 대상으로 임선영(2010)이 개발한 자아존중감 프로그램을 11회기에 걸쳐 실시하였다. 연구에 사용된 검사도구는 최보가․전귀연(1993)이 개발한 자아존중감 검사와 김태희(2005)가 수정 보완한 또래관계 검사이다. 자료분석은 spss(version 18)통계 프로그램을 사용하여 평균, 표준편차, Paired t-test를 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 방과후 자아존중감 프로그램이 아동의 자아존중감에 미치는 효과는 전체적으로 프로그램 참여 이전보다 참여 이후에 자아존중감이 유의미하게 증가하였다. 하위영역별로 보면, 일반적 자아존중감과 가정적 자아존중감에서 유의차가 있었고, 사회적 자아존중감과 학업적 자아존중감에서는 통계적으로 유의하지 않았다. 둘째, 방과후 자아존중감 프로그램이 아동의 또래관계에 미치는 효과에서는 전체적으로 프로그램 참여 이전보다 이후에 또래관계가 증가하였고, 하위영역 중 존중감에서 유의차가 있었고, 신뢰감에서는 유의차가 없었다.

영재아의 자아존중감에 관한 연구

송수지(Song, Sujie) 한국영재학회 2000 영재교육연구 Vol.10 No.2

This study analyzes the factors influencing self-esteem of the gifted children. The factors are divided into the environmental ones and innate ones. The purposes of this study is presented as follows. 1) To analyze the environmental factors influencing self-esteem of the gifted children ① whether the education period affects self-esteem of the gifted children? ② what influences do the manners of parental child-rearing behavior make? ③ what influences do peer relationships make on self-esteem of the gifted children? 2) To analyze the innate factors influencing self-esteem of the gifted children ① does the gender make a difference to self-esteem of the gifted children? ② does the level of intelligence make a difference to self-esteem of the gifted children? ③ what influences does the locus of control make on the self-esteem of the gifted children? To solve these questions 120 gifted children were selected, who were taking a special education program at C Korea Academy of Gifted Education located at Yangjae-dong Seocho-gu. They were 1st to 3rd grades at elementary school. We used Hare Self-Esteem Scale developed by Bruce R. Hare in 1985, the Index of Peer Relations developed by Hudson in 1986, and Nowicki & Strickland Locus of Control Scale developed by Nowicki and Strickland in 1973. At the other hand the nursing behaviors of 120 mothers of the gifted, were also investigated, based on the Korean Maternal Behavior Inventory, developed by Sungyeon Park in 1989 with some modifications. For statistical analysis we adopted SPSS, a computer software, and calaulated the coefficient of internal appropriateness and the frequencies and percentages of general aspects of the cases. We analysed the factors influencing the self-esteem of the gifted children by way of Pearson's product moment correlation coefficient, t-test, ANOVA, and multiple regression analysis and Duncan for ex-post-facto approval. The results of this study can be summarized as follows. 1) Influences of the environmental factors on the self-esteem of the gifted children: ① The duration of education period had a significant effect on the self-esteem; the longer the duration were, the higher self-esteem they possessed. ② Of parental child-rearing behaviors, active involvement had positive influence on the self-esteem; on the contrary, authoritarian control and overprotection had negative influences on the self-esteem. ③ An acceptable peer relationship had a positive influence on the self-esteem of the gifted children. 2) Influences of individual innate characteristics on the self-esteem of the gifted children: ① The gender made no difference on the self-esteem of the gifted. ② The intelligence did not have a statistically significant effect on the self-esteem of the gifted. ③ When the locus of control was external, the self-esteem of the gifted tended to be low.

Self-Esteem of Christian Adolescents

Hyun Joo Oh 한국기독교교육정보학회 2006 Journal of Christian education information tech Vol.0 No.10

The purpose of this study was to investigate self-esteem of Korean Christian adolescents. The subjects of the present study were 580 adolescents (444 youth group students in Korea and 136 students in America). In order to examine both global and specific self-esteem of adolescents, this study used a revised Self-Perception Profile for Adolescents (SPPA) (Harter, 1988). Out of 9 subscales of the SPPA, this study used 7 subscales. A Christian Self-Esteem subscale (3 items) was developed and added by the researcher to measure how the adolescents felt because they were Christian. Among the 8 subscales, the highest score was in the domain of Christian Self-Esteem and the lowest one was Physical Appearance. Differences of self-esteem levels by gender, grade, location, years of church attendance, living with parents, and if parents were Christian were compared. Except for the grade variable, differences were found in all variables.

학대피해아동 형제자매들의 스트레스에 대한 보호요인으로써의 자아존중감에 관한 연구

박명숙(Park, Myung-Sook) 한국피해자학회 2011 被害者學硏究 Vol.19 No.1

This study explored the life stress and self-esteem of children who have abused siblings. Also, this study focused on the variable of self-esteem work as a protective factor in abusing situation. For the study, 149 children were recruited through CPS(Child Protective Service). Their life stress and self-esteem were examined and structured instrument was used for data collection. According to the study results, respondents were more likely to have high level of stress regarding of family and learning than other stress. Also, they had low self-esteem and more likely to have negative attitudes toward themselves. Regression analysis verified the variables which are related to the stress of life; the variable of self-esteem in the stress of parent, the variables of family income and self-esteem in the stress of family, the variable of self-esteem in the stress of friend relationship, the variables of children's age, the length of time to the experience of abuse, and self-esteem in the stress of learning, the variables of the length of time to the experience of abuse and self-esteem in the stress of school, and the variable of self-esteem in the stress of environment. Finally, the variable of self-esteem were identified as a protective variable to decrease all kinds of stress for children who have abused siblings. Based on the study results, psychological services for improving self-esteem of siblings of abused children, financial supports for families having risk of abusing children, and mandatory services to children who have abused siblings were suggested as intervention strategies.