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首页> 外文期刊>Indian Journal of Science and Technology >Structural Relationship among Social Support, Hope, Stress and Emotional Intelligence of Rural Elementary School Students in Korea: the Mediating Effect of Self-esteem
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Structural Relationship among Social Support, Hope, Stress and Emotional Intelligence of Rural Elementary School Students in Korea: the Mediating Effect of Self-esteem

机译：韩国农村小学生社会支持，希望，压力和情绪智力之间的结构关系：自尊的中介作用

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摘要

Background/Objectives: This study aimed to identify the structural relationship among social support, hope, stress, self-esteem 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.
机译：背景/目的：这项研究旨在确定一个城市和两个县的农村小型小学的240名学生的社会支持，希望，压力，自尊和情绪智力之间的结构关系。方法/统计分析：为了进行分析，进行了频率分析，可靠性分析，相关性分析，结构方程建模和Sobel检验。研究发现：首先，社会支持与希望，自尊和情绪智力之间呈显着正相关，而与压力呈负相关。压力与移情和情绪调节（情绪智力的子类别）没有显着的正相关，而与情绪意识和情绪的利用有负相关。第二，希望在农村小学生中对自尊有积极影响，而自尊对情绪智力有显着积极影响。压力对自尊有负面影响，而对情绪智力则有正面影响。社会支持对自尊和情绪智力有积极影响。第三，在社会支持与情商之间的关系以及压力与情商之间的关系中，自尊产生了间接影响。应用/改善：本研究将用于通过对小学生的自尊来提高情绪智力。

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