초등학생이 지각하는 자기조절력과 사회적 지지가 심리적 안녕에 미치는 영향

Abstract

The purpose of this study was examine the effects of perceived self-regulation and social support on the psychological well-being of elementary school students. This study was done on 265 subjects of fifth and sixth-grade students from 4 elementary school students in Busan. A survey was conducted to gauge their self-regulation level, perceived social support and psychological well-being. The collected data were analyzed with SPSS 12.0 statistics software program. The research questions in this study are as follows: 1) What is correlation among perceived self-regulation, social support, and psychological well-being of elementary school students? 2) What effect does perceived self-regulation have on the psychological well-being of elementary school students? 3)What effect does perceived social support have on the psychological well-being of elementary school students? The main findings of this study are follows: First, there is significant correlation among perceived self-regulation, social support and psychological well-being of elementary school students. Second, the group who found themselves to be given more social support were in better mental health To help improve their psychological well-being, it's required to provide social support for them to feel that they are loved trusted, and also should be assisted to build amicable peer relations. Third, the psychological well-being of elementary school students becomes greater with higher self-regulation. The result shows that the children's self-regulation ability is important to their mental health. To help improve their psychological well-being, it's required to provide various strategy of self-control. Based on these results, many subjects of discussion on the psychological well-being of elementary school students can be derived.