청소년의 자존감 특성에 따른 잠재유형 탐색 및 유형별 정신건강 기능의 차이

권혜수,최윤정 한국상담학회 2017 상담학연구 Vol.18 No.5

The purpose of the current study was to explore whether homogeneous groups of high school student were classified according to self-esteem level, self-esteem stability, and self-esteem contingency, and to identify the differences between the groups in terms of mental health functions (e. g. implicit self-esteem, social desirability, and negative emotion on negative feedback). Results from Latent Profile Analysis of 506 high school students in Kangwon region indicated the presence of four types. According to the characteristics of each types, High self-esteem - Secure (type 1), High self-esteem - Fragile (type 2), Low self-esteem - Stable (type 3), Low self-esteem - Fragile (type 4) were named. MANOVA was conducted to compare if there was a difference in implicit self-esteem, social desirability and negative emotions on negative feedback according to the classified types. Results indicated that there was no significant difference in implicit self-esteem among all groups, but there were significant differences in the social desirability and negative emotions under negative feedback situation. Type 1 has the highest scores in social desirability and the lowest negative emotions on negative feedback. Type 2 and Type 3 have lower social desirability and higher grief and anger on negative feedback than Type 1. Type 4 has the lowest social desirability and the highest negative emotions such as sadness, anger, and incapacity on negative feedback. Based on the results, we discussed optimal self - esteem research and counseling intervention for understanding and improving self - esteem of adolescents. 본 연구는 청소년의 자존감 수준, 자존감 안정성, 자존감 수반성에 따라 동질적인 집단이 분류되는지를 탐색하고, 하위 유형에 따라 정신건강기능(암묵적 자존감, 사회적 바람직성, 부정적 피드백에 대한 부정적 정서)에서 차이가 존재하는지를 알아보고자 하였다. 이를 위해 강원도 내 고등학교 재학생 506명을 대상으로 잠재 프로파일 분석을 실시한 결과, 네 개의 유형으로 분류되었으며 각 유형의 특징에 따라 높은 자존감-강건한 유형(유형1), 높은 자존감-취약한 유형(유형 2), 낮은 자존감-안정된 유형(유형 3), 낮은 자존감-취약한 유형(유형 4)으로 명명하였다. 분류된 유형에 따라 암묵적 자존감, 사회적 바람직성과 부정적 피드백에 대한 부정적 정서에서 차이가 있는지 살펴보기 위해 다변량 분산분석을 실시하였다. 연구 결과, 암묵적 자존감에 대해서는 모든 집단에서 유의미한 차이가 없었으나 사회적 바람직성과 부정적 피드백에 대한 부정적 정서에서 유의미한 차이가 있었다. 높은 자존감-강건한 유형(유형1)은 사회적 바람직성이 가장 높고 부정적 피드백에 대한 부적 정서가 가장 낮았다. 높은 자존감-취약한 유형(유형2)과 낮은 자존감-안정된 유형(유형3)은 높은 자존감-강건한 유형(유형1)보다 사회적 바람직성은 낮고 부정적 피드백에 대한 슬픔 및 분노 정서가 높았다. 낮은 자존감-취약한 유형(유형4)은 사회적 바람직성이 가장 낮고 부정적 피드백에 대한 슬픔, 분노, 무능의 모든 부적 정서가 가장 높은 것으로 나타났다. 연구 결과에 기초하여, 진정한 자존감에 관한 연구와 청소년의 자존감 이해와 향상을 위한 상담 개입에 대해 논의하였다.

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.

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.

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.

중ㆍ고등학교 태권도 선수들의 자아존중감이 우울, 신체화 및 사회불안에 미치는 영향

김현미(Kim Hyeon Mi),안효자(An Hyo-Ja),정성필(Chung Sung-Pil),박은석(Park Eun-Seok),김공(Kim Kong) 한국체육과학회 2009 한국체육과학회지 Vol.18 No.4

This study aims at looking into an influence on depression, Somatization, and Social Anxiety of middle school and high school Taekwon-do students' Self-esteem and offering fundamental data helpful to living guidance, learning instruction, and mental health of Taekwon-do youths. The object was selected by Convenience Sampling Method from a sample group composed of middle school and high school Taekwon-do students participating in winter training session from January 2, 2009 to 24. As for a questionnaire, this study used Self-esteem Scale developed by Rosenberg(1965) and revised by Jeon(1974) and the items of depression and Somatization of Symptom Chelist 90-Revision developed by Derogatis, Rickels, and Rock(1976) and revised by Kim, Kim and Won(1984). In addition, this study used Social Anxiety Scale Adolescents developed by LaGreca과 Lopez(1998) and revised by Moon and Oh(2002). This study performed and collected the questionnaire survey by Self-Administration Method. In the SPSS/WIN 14.0 program, frequency analysis, factor analysis, Pearson's correlation, Multiple Regression Analysis were used. The positive Self-esteem and negative Self-esteem had positive correlation. All of the positive Self-esteem and negative Self-esteem had negative correlation between depression, Somatization, Social Anxiety1(Fear of negative evaluation), and Social Anxiety2(Fear of new situation). Depression, Somatization, Social Anxiety1, and Social Anxiety2 had significant positive correlation. The negative Self-esteem factor of Self-esteem had a significant negative influence on Depression and Social Anxiety statistically. The negative Self-esteem of Self-esteem had a significant negative influence on Social Anxiety1 and Social Anxiety2 statistically. Level or related factor contents were found out to be different, depending on the ways to measure Self-esteem of adolescence, positive view or negative view. Taekwon-do players' fear of negative evaluation and fear of new situation of Depression, Somatization, and Social Anxiety were influenced on negative Self-esteem, rather than positive Self-esteem. So, it is necessary to have a concernment on negative Self-esteem and effective intervene ways.

자존감 2요인 모델에 대한 고찰

김민정 한국심리학회 2016 한국심리학회지 일반 Vol.35 No.3

Self-esteem has been studied in psychology for many decades. Studies treated self-esteem in diverse features such as domain-specific self-esteem, contingent self-esteem, level of self-esteem, trait/state self-esteem, explicit/implicit self-esteem, self-esteem stability, and defensive self-esteem. Recent studies try to integrate the various faces of self-esteem. This study is to introduce two factor model of self-esteem and suggest what to consider when the model is applied in domestic research. To do so, this study reviewed previous studies and summarized and criticized diverse features of self-esteem. Then, two factor model, which suggests self-esteem consists of worthiness based self-esteem and self-competence based self-esteem, is introduced. Finally, self-esteem scales used in domestic studies are reviewed to consider how two factors are applied in domestic research. 자존감은 심리학 분야에서 가장 오랜 기간 연구된 주제들 중 하나이다. 연구자들은 자존감을 영역별 자존감, 자존감 수반성, 자존감 수준, 특질/상태 자존감, 외현적/암묵적 자존감, 자존감 안정성 등의 다양한 차원으로 사용해 왔다. 최근에는 이러한 자존감의 다양한 측면들을 통합하고 서로간의 관계성을 제시하려는 연구들이 이루어지고 있다. 본 연구에서는 자존감의 2요인 모델을 소개하고 2요인 모델을 국내 연구에 적용하는 것의 필요성과 고려점을 제안하고자 하였다. 이를 위하여 기존의 자존감 연구들을 개괄하여 기존 연구들에서 자존감을 어떤 차원에서 접근하였는지를 살펴보고 각 차원들의 유용성과 한계점을 고찰하였다. 또한 자존감을 가치감 근거 자존감과 유능감 근거 자존감으로 구분하는 관점을 소개하고 이 모델의 관점에서 국내 연구들을 개관하여 소개하고자 하였다.

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.

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

김봉제 한국윤리학회 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.

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.