ISSN : 1229-0718
This study aims to explore influences of student-teacher relationships (STRs), child’s self-esteem (SE), prosocial behaviour (PB) on academic performance adjustment (APA) by applying structural equation modeling to 633 cases drawn from the 10th data collected for the PSKC by Korea Institute of Child Care and Education. The results of this study are as follows: First, the closeness in STRs had a significantly positive influence on SE and PB, and conflict in STRs had a negative influence on PB. However, conflict did not influence SE, and SE did not influence PB. Second, PB showed a partially mediated positive effect when closeness influenced APA. And PB had a fully mediated negative effect when conflict did. However, SE did not serve as a mediator for the influence of STRs on APA. These results suggest the need for the professional support programs to create and maintain intimate and positive STRs and to promote PB through empowering relationships, empathy, and social skills programs.
The current study explored admiration, which captures how much peers respect and want to be like particular youth, as a peer social status indicator. This study examined the nature and behavioral correlates of three types of social status (popularity, preference, and admiration) and the longitudinal associations between the three types of social status and adjustment behavioral profiles. Participants(N = 677-736, 5th and 6th graders) nominated peers for the three types of social status and a wide range of academic and social adjustment behaviors at Waves 1 and 2. Partial correlation analysis indicated that admiration was either weakly associated or not associated with popularity and preference. Admiration and preference were more strongly associated with academic engagement and prosocial behavior, whereas popularity was more strongly associated with aggression and problem behavior. Path models and cross-lagged models indicated that engaging in aggressive-disruptive behavior led to increased popularity and decreased preference and admiration. In contrast, engaging in prosocial-engaged behavior led to increased admiration. In addition, popularity predicted increased aggressive-disruptive behavior, while preference and admiration predicted increased prosocial-engaged behavior. The strength of the association was much greater for admiration than likability, and admiration further predicted decreased aggressive-disruptive behavior.
This study examined school dropout adolescents’ psychosocial trajectories across adolescence into emerging adulthood and whether these trajectories differed by adjustment status in emerging adulthood, as characterized by attainment of a high-school diploma and involvement in productive activities for the past 12 months. Using five waves’ of the School Dropout Panel data (n=295), latent growth modeling and multigroup analyses were conducted. Overall, the study sample showed significant decreases in perceived social stigma, academic elitism, parental maltreatment, and associations with delinquent peers over time. Additionally, 40.7% of the sample were classified in the positive adjustment group in emerging adulthood. Findings also indicate that the developmental trajectories of perceived social stigma, academic elitism, parental supports, and peer relationships significantly differed by the adjustment status in emerging adulthood. The results highlight that effective programs are needed to help these adolescents by addressing within group variabilities among school dropout adolescents.
An informant’s history of past accuracy is an important factor that is considered in selective trust in children as well as adults. Three- to five-year-olds select a peer as a reliable source of information if they were 100% accurate in the past and reject an adult if they were 0% accurate in the past. This pattern was observed in both American and Korean children. The present study examined how Korean 4 and 5-year-olds weigh the informant’s age in their selective trust under a circumstance where the informants’ accuracy was contrasted relatively less extremely: 75% versus 25%. In particular, we presented an adult informant who named objects accurately 1 out of 4 times (25%) and a child peer informant who labeled objects accurately 3 out of 4 times (75%) to 4- to 5-year-olds, and observed which informant they chose as a reliable source for a novel object’s label. While 4-year-olds still chose the relatively more accurate peer informant, 5-year-olds selected the relatively less accurate adult informant over the more accurate peer informant, showing that the older children gave greater weight to the informant’s age than the informant’s past accuracy. Further corroboration would be necessary, but the current results appear linked to the possibility that sociocultural factors in Korean culture, such as respecting older people and viewing older people as more wise and experienced than younger people, begin to influence Korean 5-year-olds in their selective trust.
Given the current societal atmosphere in which youngsters’ sense of deprivation and social unfairness is increasing, this study was conducted to investigate relationships among distributive (DJ-self) and procedural justice beliefs for the self (PJ-self), future time perspective (FTP), and mental well-being (MWB) of male and female university students. This study analyzed the self-reported data of 350 students. Hierarchical multiple regression analysis by gender indicated that the three-way interaction of DJ-self, PJ-self, and FTP was significant only for men. When FTP was low, strong DJ-self was associated with an increase in MWB only when PJ-self was weak. On the other hand, when FTP was high, DJ-self predicted an increase in MWB only when PJ-self was strong. For women, however, only PJ-self and FTP significantly predicted MWB, without a significant interaction. This study suggests that differentiated intervention strategies are necessary to improve MWB in male and female students.
This meta-analysis aggregated and analyzed the research in studying the pretest-posttest outcomes of VR-based interventions for children and young adults with ASD. Seven studies published between 2009 and 2019 with a total of 150 participants were included. Outcome measures of social competences were classified into 5 categories. The random-effects model of the current meta-analysis showed that the average effect of VR-based intervention as follows: social skills(g = .59, SE = .12, 95% CI: .35–.82), emotion recognition(g =. 50, SE = .16, 95% CI: .19–.82), attention(g = .35, SE = .14, 95% CI: .07–.63), executive function(g = .52, SE = .12, 95% CI: .28–.77) and conversational skills(g = .46, SE = .21, 95% CI: .05–.88). The implication for VR-based intervention s for ASD was discussed with respect to environmental factor such as age, ASD functioning, number of sessions, country where the study conducted and additional treatment combined.
The purpose of this study was to classify university students in emerging adulthood by the emotional, behavioral, and motivational properties of grit, academic failure tolerance, and achievement goal orientation, and to identify any differences in academic achievement and psychological properties between the profiles. LPA of 251 university students identified four distinct profiles: Profile 1 showed a high level of grit and failure tolerance and was mastery-oriented. Profile 2 had a high level of effort, behavioral adaptability after failure, and performance-approach orientation, except for emotional properties. Profile 3 showed an average level of the variables but also a tendency to avoid failures, and Profile 4 was low in every property. Regarding differences in achievement, life satisfaction, and career adaptability, Profile 1 scored the highest in life satisfaction, while Profile 1 and 2 both scored higher in achievement and career adaptability than the other two profiles. Profile 3 showed a higher level of life satisfaction and career adaptability than Profile 4, but did not differ in achievement. The implications and limitations of this study were discussed.