Structural Relationship among Social Support, Hope, Stress and Emotional Intelligence of Rural Elementary School Students in Korea: the Mediating Effect of Self-esteem

Abstract

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.