Abstract

• The main purpose of this study is to investigate the perceived social support, perceived experience of emerging adulthood and ego-resiliency of student teachers. Thus, the researcher conducted the investigation by using the quantitative method. Sample of 869 student teachers (411 males and 458 females) from two universities of education participated in this study. Student teachers’ perceived social support was measured by Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet, Dahlem, Zimet and Farley (1988) which consists of 12 items. And, student teachers’ perceived experience of emerging adulthood was measured by Inventory of the Dimensions of Emerging Adulthood (IDEA) developed by Reifman, Arnett and Colwell (2007) which consists of 31 items. Finally, student teachers’ ego-resiliency was measured by Ego-resiliency Scale (ER89) developed by Block and Kremen (1996) which consists of 14 items. According to the results of independent samples t test, there were significant differences in perceived social support of student teachers by gender and grade but was no significant difference by university. Moreover, it was found that student teachers’ perceived experience of emerging adulthood did not differ according to gender, grade and university. Then, there were significant differences in student teachers’ ego-resiliency by gender and university but was no significant difference by grade. Next, Pearson-Product Moment Correlation was conducted and it was found that there were significant positive relationships among perceived social support, perceived experience of emerging adulthood and ego-resiliency. Finally, the multiple linear regression was conducted and 23% of variance in ego-resiliency was predicted by perceived social support and perceived experience of emerging adulthood of student teachers. The findings of this study may be expected to have some contributions to the benefit of education in understanding of social support and emerging adulthood to which their students perceive and how to promote student teachers’ ego-resiliency.