ISSN : 1229-0718
This study examined the mediating effects of negative social self-concept and rejection sensitivity on the relationship between body esteem and social interaction anxiety of female college students based on the cognitive model of social anxiety, For this purpose, the self-reporting data of 504 female college students in Seoul, Gyeonggi, Gyeongnam and Busan were collected. Hypothesis of the relationship between body esteem, negative social self-concept, rejection sensitivity, and social interaction anxiety was tested by structural equation model. The results are as follows: First, the body esteem of female college students significantly predicted social interaction anxiety. Second, negative social self-concept and rejection sensitivity mediated the relationship between body esteem and social interaction anxiety. This study is meaningful in that it revealed the role of body esteem in social interaction anxiety of female college students and confirmed the usefulness of cognitive model explaining social anxiety again. Finally, the psychological interventions on social interaction anxiety and limitations of this study were discussed.
This study examined whether the relationship between self‐determination loneliness motivation and psychological well‐being in adulthood is mediated by ruminating‐reflective thinking and meaning of life. For this purpose, on the subjects of 438 adults aged 20 to 60 years in Seoul and Gyeonggi‐do, a survey was conducted for self‐determination loneliness motivation, ruminating‐reflective thinking, satisfaction of life, and psychological well‐being. In the results of the structural equation model analysis, first, in the relationship between self‐determination loneliness motivation and psychological well‐being, there was a mediating effect in ruminating thinking and meaning of life, respectively. Second, the dual mediating effect of self‐determination loneliness motivation on psychological well‐being after going sequentially through ruminating thinking and meaning of life was found to be significant. Third, the dual mediating effect of self‐determination loneliness motivation on psychological well‐being sequentially through reflective thinking and meaning of life was also found to be significant. Based on these research results, this study discussed the issues that require considerations to improve psychological well‐being in adults with self‐determination loneliness motivation, and the importance of differentiated counseling interventions considering the characteristics of ruminating thinking and reflective thinking, which affect the meaning of life and psychological well‐being.
The purpose of this study was to identify mediating effect of basic psychological needs between giving social support(GSS) and receiving social support(RSS)and subjective well-being(SWB) of the elderly in close relationships. Questionnaires were completed by 330 participants aged over 60 from Busan and Gyeongsangnam-do in South Korea including measuring degrees in GSS and RSS, BPN(autonomy, competence, relatedness), SWB. Results from mediating analyses showed that competence and relatedness had significant mediating effects on the relationship between GSS and SWB. However, there was no significant indirect effect on the relationship RSS and SWB. The effect of GSS differed slightly depending on the type of relationship. In the case of the family, there was partial mediation of competence and relatedness in the relationship between GSS and SWB, and direct effect between GSS and SWB. In the case of non-family, there was complete mediation of competence and relatedness in the relationship between GSS and SWB. This study’s results indicate the need to study psychological functions of GSS by showing the positive effect of GSS in the elderly.
This study explored the experiences of bystanders who witness cyber bullying among middle school adolescents using focus group interviews(FGI). The focus was on limiting group chat rooms. The cyber bystanders were silent, joined the bullying, or spreaded rumor about the victim online. There were also bystanders’ responses to leave the chat room, invite the teacher to the chat room to attempt intervention, and support the victim. The responses of bystanders in cyber bullying were influenced by social relationships, the powers of bystanders who help victims as well as the bullies, the blame on the victims, and the pressure or mood of the group. Bystanders’ reasons and motivations for responses were mentioned psychological burdens such as fear of being bullied, anxiety about being punished if involved, and perception of loss. Additionally, there were bystanders who think they had nothing to do with cyber bullying, who want to get acquainted with the bullies, hoping to help the teacher to solve the problem, and supporting them by empathizing with the victims. This study provided an opportunity to further approach their life and culture by viewing and understanding cyber bullying from the perspective of adolescents.
The purpose of this study was to examine the effect of the intensity of word exposure on expressive word learning and to find a better predictor for word learning between vocabulary skills and working memory (WM) during book reading intervention. Twenty-five children aged between 4 to 6 participated in this study. Standardized receptive and expressive vocabulary tests and three WM tasks (nonword repetition, word list recall, and matrix) were administered. The book reading intervention was provided using four books, with 2 different condition varying number of exposures of target words, which was 12 and 24 exposures, respectively. The number of acquired words of each condition was compared through a paired t-test and a stepwise multiple regression analysis were used to find predictors of word learning. The number of acquired expressive words was significantly higher in 24 exposures compared to 12 exposures. Word list recall and matrix scores significantly predicted expressive word learning in 12 exposures, and word list recall and expressive vocabulary scores predicted expressive word learning in 24 exposures. These results confirm the effects of repeated exposure on word learning and indicate that the factors that predict expressive word learning could be vary depending on the intensity of word exposure.
Theory of mind(ToM) is an ability to attribute intention, belief, and emotion of others to predict their behaviors. ToM begins with understanding of other’s intention in childhood and develops to more sophisticated forms such as inferring other’s emotions. In this study, we investigated development of two types of ToM (cognitive and affective ToM) in adolescents and adults. We also examined whether empathy and emotion recognition could explain development of cognitive and/or affective ToM. Results showed that accuracy of cognitive and affective ToM in adults were significantly higher than that of adolescents. Also, we found that cognitive empathy significantly explained cognitive ToM in adolescents in Study 1. In Study 2, we found that accuracy and sensitivity on a dynamic facial emotion recognition task significantly explained affective ToM in adolescents. Taken together, we demonstrated that both cognitive and affective ToM continue to develop from adolescences to adults. Further, we report a novel finding that both empathy and emotion recognition abilities are important factors to explain development of cognitive and affective ToM.