Indian Journal of Science and Technology
Year: 2016, Volume: 9, Issue: 26, Pages: 1-7
Chang Seek Lee1 and Yeoun 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,
Email: [email protected]
Background/Objectives: This study aimed to verify the structural relationships between hope, emotional intelligence, stress, social support, and self-esteem of 240 elementary school students located in rural areas in S city, T county, and Y county of C province. Methods/Statistical analysis: Data were analyzed using frequency, reliability, correlation analysis, structural equation modeling, and Sobel’s test. Findings: First, a significant positive correlation was found among selfesteem, hope, social support, and emotional intelligence, whereas a negative correlation was found between self-esteem and stress. Second, hope in rural elementary school students showed a statistically significant positive effect on social support; self-esteem and emotional intelligence showed a positive effect on social support; social support had a statistically significant positive effect on self-esteem; and stress showed a negative effect on social support and self-esteem. Third, social support had an indirect effect on the relationship between hope and self-esteem, and between stress and self-esteem, so social support was identified as an indirect mediator. Application/ Improvement: This study will be used to increase selfesteem through social; support for children.
Keywords: Emotional Intelligence, Hope, Self-Esteem, Social Support, Stress, Rural Elementary School Students
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