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A Study on the Relationship between Self-Esteem and Meaning of Life in Higher Grade Elementary School Students
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Kyung Ah Kang, Shin Jeong Kim, Mi Kyung Song
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J Korean Acad Community Health Nurs. 2009;20(3):269-276. Published online September 30, 2009
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 Abstract
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- PURPOSE
The purpose of this study was to identify the relationship between self-esteem and meaning of life in higher grade elementary school students.
METHODS
Four hundred eighty four elementary school students in their 4 ~ 6th-grade at S, G and C City were recruited by convenient sampling. Data were collected from August to October, 2008 using a self-reported questionnaire. The collected data were analyzed by the SPSS/WIN 12.0 program with mean, standard deviation, t-test, ANOVA, Duncan's test, and Pearson's correlation.
RESULTS
The average score of meaning of life was 3.07 +/- 0.38 and that of self-esteem was 3.43 +/- 0.62. There were significant differences in self-esteem according to variables region and religion, and in meaning of life scores according to variables region, grade, sex and religion. There was a significant positive correlation between self-esteem and meaning of life.
CONCLUSION
Self-esteem and meaning of life should be considered as important factors for healthy development in the elementary school period. Self-esteem should be considered as a main content in developing programs for finding meaning of life for higher grade elementary school students.
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Contents Analysis of Textbook Related to Safety Education in Elementary School
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Mi Kyung Song, Jung Eun Lee, Sun Young Moon, Sook Ja Yang, Shin Jeong Kim
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J Korean Acad Community Health Nurs. 2005;16(2):205-220. Published online June 30, 2005
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Abstract
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- PURPOSE
The purpose of this study was to provide basic data to develop safety education programs in elementary school.
METHOD
Analysis is made based on textbooks for 1st-6th-grade elementary school students published by Korea Ministry of Education & Human Resources Development.
RESULTS
1) Among the textbooks. only , , , and courses dealt with safety education. 2) The contents of safety education included traffic safety, water safety, indoor and outdoor safety, fire, emergency measures, misuse and abuse of drug, smoking, toy safety, sports safety, leasure safety and disasters. However, the contents were theoretical, fragmentary, local and limited.
CONCLUSION
These results suggest that the consents of safety education must be strengthened, and more practical and more behavior-oriented in consideration of activities.
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