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오진아 ( Oh Jin-A ) - 인제대학교 간호학과
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Abstract
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Objectives:A report on school-age children represents that they have many stressors in their daily lives including homework, being tested, receiving poor grades, isolation from peer, parental pressure, and economic conditions. This study is to identify stress domains affecting the self-esteem in late school-age children and to provide basic data to develop a self-esteem promoting program for them.
Methods:A questionnaire-based survey was carried out with 1,329 5th and 6th graders of four elementary schools in Busan for a month long, November, 2010. Self-esteem and Stress were measured with instruments made by the National Youth Policy Institute, 2007. The collected data were analyzed by descriptive statistics, Pearson’s correlation coefficient, and enter method multiple regression using PASW 18.0 program.
Results:There were no differences between genders on self-esteem, but the 5th graders scored significantly higher on self-esteem and lower on all the stress domains than that of the 6th. Also, all stress domains showed significant and negative correlations with self-esteem. As a multiple regression model in this study, friend stress was the most powerful factor to self-esteem for the late elementary school children and the next factors were study stress, body stress, and parent stress. These variables explained 27.2% of the total variance in self-esteem.
Conclusions:Promoting self-esteem may be effective in adjustments because it was affected by stress. In particular, friends, teachers, and parents should consider its significances for supporting school-age children. A specialized program with including friends, teachers, and parents that focuses on the establishment of children’s self-esteem should be developed to help stressful children.
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KeyWords
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children, self-esteem, stress, regression analysis
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원문 및 링크아웃 정보
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등재저널 정보
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