Indian Journal of Science and Technology
Year: 2019, Volume: 9, Issue: 25, Pages: 1-7
Chang Seek Lee1 andYeoun Kyung Hwang2*
1 Department of Child and Adolescent Welfare, [email protected]
2 Department of Lifelong Education, [email protected]
*Author for correspondence
Yeoun Kyung Hwang
Department of Lifelong Education,
Background/Objectives: This study aimed to identify the structural relationship among social support, hope, stress, selfesteem and emotional intelligence for 240 students that attend rural small elementary schools in one city and two counties. Methods/Statistical Analysis: For analysis, frequency analysis, reliability analysis, correlation analysis, structural equation modeling and Sobel’s test were conducted. Findings: First, social support had a significant positive correlation with hope, self-esteem and emotional intelligence but had a negative correlation with stress. Stress did not have a significant positive correlation with empathy and emotional regulation, the subcategories of emotional intelligence, but had a negative correlation with emotional awareness and emotional utilization. Second, hope in the rural elementary school students had a positive influence on self-esteem and self-esteem had a significant positive influence on emotional intelligence. Stress had a negative influence on self-esteem, whereas it had a positive influence on emotional intelligence. Social support had a positive influence on self-esteem and emotional intelligence. Third, in the relationship between social support and emotional intelligence and between stress and emotional intelligence, there was an indirect effect from self-esteem. Application/ Improvement: This study will be used to increase emotional intelligence through self-esteem for elementary students.
Keywords: Emotional Intelligence, Mediating Effect, Rural Elementary School Students, Self-Esteem, Social Support
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