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The Relationship among Social Support, Ego-Resilience, and Psychological Well-Being of Family and Friends Perceived by Pre-Service Kindergarten Teachers

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2018, 8(4), pp.47-61
  • DOI : 10.34226/gcl.2018.8.4.47
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Published : December 30, 2018

Ouyang, Juan 1 Moon Ehun Shik 2 Moon, Myunghwa 2

1경희대학교
2강원대학교

Candidate

ABSTRACT

The purpose of this study was to investigate the relationship among perceived social support, ego-resilience, and psychological well-being of family and friends perceived by pre-service kindergarten teachers. The tests of social support, ego-resilience, and psychological well-being were administered to 376 undergraduate students who majored in early childhood education at three universities in Gangwon, Gyeongnam, and Chungnman province in Korea. Data analysis was conducted via correlation and multiple regression analysis. The results of this study were summarized as follows: First, there was a significant correlation between perceived family's and friends' social support and pre-service preschool teachers’psychological well-being. Second, there was a significant correlation between pre-service preschool teachers’ ego-resilience and psychological well-being (r=.35∼.56, p<.01). Finally, for the relative influential power of social support and ego-resilience on psychological well-being in pre-service kindergarten teachers, the most contributive variable to their psychological well-being was family's social support(β=.34), and the next contributive variables were ego-resilience(β=.28) and friends' social support(β=.18). These findings suggest that pre-service kindergarten teachers’psychological well-being should be considered and supported as a source of social support and ego-resilience.

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