This study is intended to provide baseline data to grope for a measure enabling the increase of students’ self-esteem and school life satisfaction, utilizing social support by examining an effect that social support in specialized high school student has on students’ self-esteem and school life sati...
This study is intended to provide baseline data to grope for a measure enabling the increase of students’ self-esteem and school life satisfaction, utilizing social support by examining an effect that social support in specialized high school student has on students’ self-esteem and school life satisfaction.
With regard to research method, first of all, the present condition of specialized high school was examined, and theoretical background of social support, self-esteem and school life satisfaction was reviewed, and then scale was created. Questionnaire was composed of respondent’s general characteristics (3 items), social support (19 items), self-esteem (3 items) and school life satisfaction (3 items). 239 students enrolled in specialized high school belonging to business category in Seoul and Gyeonggi province were surveyed.
Results obtained through this study are summarized as follows.
First, it was shown that, among the components of social support, the emotional support and appraisal support had a positive effect on self-esteem, but informational support and instrumental support didn’t have significant effect.
Second, it was shown that, among the components of social support, the emotional support and information support had a positive effect on school life satisfaction, but appraisal support and instrumental support didn’t have significant effect.
Third, self-esteem had a positive effect on school life satisfaction.
Fourth, with regard to social support, the specialized high school students recognized the support from parent to be the most influential, being followed by support from peer and support from teacher. Among components of support from parent, they recognized informational support and instrumental support to be the highest level.
Fifth, when considered according to gender, female students perceived emotional support and appraisal support to be at higher level than male students. Self-esteem was perceived to be at higher level by male students than female students. When considered according to region, students in Gyeonggi province perceived social support to be at higher level than students in Seoul. And the survey showed that self-esteem and school life satisfaction was perceived to be at higher level by students in Seoul than students in Gyeonggi province. When considered according to career decision, students aiming to get a job perceived social support and school life satisfaction to be higher level than students aiming to go to university. The survey showed that self-esteem was perceived to be higher level by students aiming to go to university.
This study is intended to provide baseline data to grope for a measure enabling the increase of students’ self-esteem and school life satisfaction, utilizing social support by examining an effect that social support in specialized high school student has on students’ self-esteem and school life satisfaction.
With regard to research method, first of all, the present condition of specialized high school was examined, and theoretical background of social support, self-esteem and school life satisfaction was reviewed, and then scale was created. Questionnaire was composed of respondent’s general characteristics (3 items), social support (19 items), self-esteem (3 items) and school life satisfaction (3 items). 239 students enrolled in specialized high school belonging to business category in Seoul and Gyeonggi province were surveyed.
Results obtained through this study are summarized as follows.
First, it was shown that, among the components of social support, the emotional support and appraisal support had a positive effect on self-esteem, but informational support and instrumental support didn’t have significant effect.
Second, it was shown that, among the components of social support, the emotional support and information support had a positive effect on school life satisfaction, but appraisal support and instrumental support didn’t have significant effect.
Third, self-esteem had a positive effect on school life satisfaction.
Fourth, with regard to social support, the specialized high school students recognized the support from parent to be the most influential, being followed by support from peer and support from teacher. Among components of support from parent, they recognized informational support and instrumental support to be the highest level.
Fifth, when considered according to gender, female students perceived emotional support and appraisal support to be at higher level than male students. Self-esteem was perceived to be at higher level by male students than female students. When considered according to region, students in Gyeonggi province perceived social support to be at higher level than students in Seoul. And the survey showed that self-esteem and school life satisfaction was perceived to be at higher level by students in Seoul than students in Gyeonggi province. When considered according to career decision, students aiming to get a job perceived social support and school life satisfaction to be higher level than students aiming to go to university. The survey showed that self-esteem was perceived to be higher level by students aiming to go to university.
주제어
#Specialized high school social support self-esteem school life satisfaction
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