Total views : 300

The Structural Relationships between Social Support, Emotional Intelligence, Self-esteem, and Hope in Rural Elementary School Students

Affiliations

  • Department of Child and Adolescent Welfare, Hanseo University, Korea, Republic of
  • Departmen of Lifelong Education, Hanseo University, Korea, Republic of

Abstract


Background/ Objectives: This research aimed to verify the structural relationships among social support, emotional intelligence, self-esteem, and hope in 240 elementary school students located in rural areas in Korea. Methods/ Statistical Analysis: In order to accomplish this, frequency analysis, reliability analysis, correlation analysis, structural equation modeling, and Sobel’s test analysis were conducted. Findings: First, social support, emotional intelligence, self-esteem, and hope were positively correlated with each other. Second, social support of rural elementary school students had an impact on emotional intelligence, self-esteem, and hope. Moreover, emotional intelligence and self-esteem also had impacts on hope. Third, there was a mediating effect of emotional intelligence and self-esteem between social support and hope. Applications/Improvement: These findings will be used to increase hope level of elementary students through social support, emotional intelligence, and self-esteem.

Keywords

Elementary School Student, Emotional Intelligence, Hope, Self-esteem, Social Support.

Full Text:

 |  (PDF views: 281)

References


  • Goleman D. Emotional intelligence. New York: Bantam Books; 1995.
  • Chon BG, Oh JR. The influence of perceived inter-parental conflict on children`s school maladjustment: moderating effect of emotional intelligence. Journal of Emotional and Behavioral Disorders. 2015; 31(2):571–89.
  • Salovey P, Mayer JD. Emotional intelligence. Imagination Cognition and Personality. 1990; 9:185–211.
  • Kwak YJ. Developing a model for designing emotional intelligence education programs. Seoul national University; 2004.
  • Rhee S, Chang J, Rhee J. Acculturation, communication patterns, and self-esteem among Asian and Caucasian American adolescents. Adolescence. 2004; 38(152):749.
  • Rosenberg M. Society and the adolescent self-image; 1965.
  • Choi MS, Son CN. The effects of purpose in life on self-esteem, problem solving aptitudes and fear of negative evaluation. Korean Journal of Health Psychology. 2007; 12(4):951–67.
  • Brockner. The effects of self-esteem, success-failure, and self-consciousness on task performance. Journal of Personality and Social Psychology. 1979; 37(10):1732–41.
  • Lee MJ. The effects of the group diary writing activity on middle school students' peer relationship and self-esteem. Unpublished Master’s Dissertation, Sunchon National University; 2004.
  • Snyder CR, Harris C, Anderson JR, Holleran SA, Irving LM, Sigmon ST, Yoshinobu L, Gibb J, Langelle C, Harney P. The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology. 1991; 60:570–85.
  • Snyder CR. Hope theory: Rainbows in the mind. Psychological Inquiry. 2002; 13:249–76.
  • Avey JB, Wernsing TS, Luthans F. Can positive employees help positive organizational change: impact of psychological capital and emotions on relevant attitudes and behaviors. Journal of Applied Behavioral Science. 2008; 44:48–70.
  • Snyder CR. Handbook of hope. San Diego, CA: Academic Press; 2000.
  • Cohen S, Hoberman HM. Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology. 1983;13:99–125.
  • Sarason B, Pierce GR, Sarason IG. Social support: The sense of acceptance and the role of relationships. Sarason BR, Sarason IG, Pierce GR, editors. Social support: An interactional view. New-York: Wiley; 1990. p. 97–128.
  • Wall J, Covell K, Macintyre PD. Implication of social support for adolescent's education and career aspirations. Canadian Journal of Behavioural Science. 1999; 31(2):63–71.
  • Nolten PW. Conceptualization and measurement of social support: The development of the Student Social Support Scale. unpublished doctorial dissertation, The University of Wisconsin-Madison; 1994.
  • Bagwell C, Newcomb A, Budowski W. Preadolescent friendship and peer rejection as predictors fo adult adjustment. Child Development. 1998; 69(1):140–53.
  • Snyder CR. The psychology of hope: You can get there from here. New York: Free Press; 1994.
  • Kim MS. (The) relation between social support and maladjustment of children. Unpublished Doctoral Dissertation. Sookmyung Women’s University; 1995.
  • Dubow EF, Ullman DG. Assessing social support in elementary school children: The survey of children's social support. Journal of Clinical Child Psychology. 1989; 18(1):52–64.
  • Moon YR. A study on the measurement of emotional intelligence of students in Korea. Seoul: Samsung Life, Society and Mental Health Institute; 1997. p. 77–89.
  • Choi YH, Lee HK, Lee DK. Validation of the korean version of snyder`s dispositional hope scale. The Korean Journal of Social and Personality Psychology. 2008; 22(2):1–16.
  • West SG, Finch JF, Curran PJ. Structural equation models with nonnormal variables. Problems and remedies. Hoyle RH, editor. Structural equation modeling: Concepts, issues and applications. Newbury Park, CA: Sage; 1995. p. 56–75.
  • Hong SH. The criteria for selecting appropriate fit indices in structural equation modeling and their rationales. The Korean Journal of Clinical Psychology. 2000; 19:161–77.
  • Lee HS, Lim JH. SPSS 20.0 Manual. Seoul: Seoulmoongo; 2011.
  • Cho HI. The mediation effect of hope on the relationship between the social support and academic achievement. The Journal of Elementary Education. 2009; 22(3):65–87.

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.