TheEffectsofElementary SchoolStudents’Personality Characteristics andSocialSupporton SubjectiveHappiness
Kim JooHee
DepartmentofHomeManagement,
TheGraduateSchoolofJejuNationalUniversity Supervisedby Prof:Dr.Kim Jeong Sook.
Thepresentstudy aimstoexaminetheeffectsofelementaryschoolstudents’ personality characteristics and social support on subjective happiness, and provideafoundation forparenteducation and program developmentto improve elementaryschoolstudents’subjectivehappiness.
Forthe study objectives,measurements on personality characteristics,social support,and subjective happiness were obtained from a totalof533 students between 4th and 6th grades from five elementary schools in Jeju.Data were analyzed using SPSS Window 18.0 Program; t-test,ANOVA,and Sheffe’s multiple range test were performed to examine the relationships among personality characteristics,socialsupport,and subjectivehappiness;and multiple regression analysis was performed to examine the influence of personality characteristicsandsocialsupportonsubjectivehappiness
Thesummaryofkeyfindingsofthestudyisasfollows.
First,personality characteristics showed significant differences by gender, grade,economiclevelawareness,numberoffamily members,and parentstatus, but no significant difference by religion status and parents’ age, among
sociodemographics.
Second,socialsupportshowed significantdifferences by gender,grade,and economic level awareness, but no significant difference by religion status, number of family members, parent status, and parents’ age, among sociodemographics.
Third,subjectivehappinessshowedsignificantdifferencesby grade,economic levelawareness,religion status,and parentstatus,butnodifferenceby gender, numberoffamilymembers,andparents’age,amongsociodemographics.
Fourth,the results ofanalysis on the difference in subjective happiness by socialsupportshowedthatithadasignificanteffectonsubfactorsofsubjective happinessincluding positiveemotions,negativeemotions,and lifesatisfaction.It was found the groups with a higherlevelofperceived socialsupporthad a higherlevelofpositive emotions and life satisfaction,and the groups with a lowerlevelofperceived socialsupportexperienced more negative emotions.In other words,it is believed that socialsupport and subjective happiness are highly associated with each other,and the higherthelevelofperceived social supportis,themoresubjectivehappinessisexperienced.
Fifth, the results of analysis on relative effects of sociodemographics, personality characteristics,and socialsupporton subjective happiness showed thatthesizeofeffectswereintheorderofemotionalinstability,familysupport, industriousness, extroversion, peer support, and friendliness, and sociodemographicsdidnotaffectoverallsubjectivehappiness.
In conclusion, study results showed that elementary school students’ personality characteristics and social support have a significant effect on subjectivehappiness,andsociodemographicshavenosignificanteffectonoverall subjectivehappiness.In termsofpersonality characteristics,emotionalinstability was found to have the greatesteffecton subjective happiness,and emotional instability is believed to cause negative emotions,a subfactor of happiness,
through frequent experience of depression,anxiety,and anger in daily lives, which hasanegativeeffecton happiness.In addition,itwasfound thatfamily support is the source of support that elementary schoolstudents are most sensitivelyawareofandhasaneffectonnegativeemotionsandlifesatisfaction, and positive interactions with family can be expected to reduce elementary schoolstudents’unstableemotionsandimprovelifesatisfactionsimultaneously.
Thus,in order to work toward improvement of subjective happiness in elementary schoolstudents,unstable emotions need to be reduced,the solid socialsupportsystemsneedtobeestablished,andtheprogramstoimprovethe relationshipswithsourcesofsocialsupportneedtoprovided.
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