ISSN : 1229-0688
Vol.14 No.1
Abstract
The purpose of this study was to examine the influence of self-conciousness, self-concept, irrational belief on college students' social anxiety. Subjects of the study were 744 college students in Daegu and Gyeongbuk areas. The measurements used were Social Avoidence and Distress Scale, Self-Conciousness Scale, Self-Concept Scale, and Irrational Belief Test. The data were analyzed using correational analysis, stepwise multiple regression analysis and hierarchical multiple regression analysis. Results of the present study were as follows: First, public self-conciousness and private self-conciousness variables were significant in explaining college students' social anxiety. Second, social self-concept variable was the most significant predictor of college students' social anxiety. And characteristic self-concept and physical self-concept were also significant predictors. Third, catastrophizing variable was the most significant predictor of college students' social anxiety. And anxious overconcern, personal perfection and demand for approval varibles were significant in explaining college students' social anxiety. Fourth, hierachical regression analysis indicated that the social self-concept variable was the most powerful predictor among all of the independent variables. Characteristic self-concept, catastrophizing, anxious overconcern, physical self-concept were also found to be the next significant predictor for college student' social anxiety.
Abstract
This study analyzed the influence of Cheong and Weness on coping style, stress, and life satisfaction in Korean culture. A total of 444 students (230 high school students, 214 undergraduate students) participated. Exploratory factor analysis of scales revealed that Cheong was composed of three factors (Humane tenderness, Caring others, Having much cheong), Weness, of two factors (Instrumental Weness, Emotional Weness). Coping strategies was consisted of three factors (active problem solving, seek help from others, avoidance). The relationship among these variables indicated that Caring others, Instrumental Weness and life-satisfaction were correlated positively with both active problem solving, and seek help from others. On the other hand, Humane tenderness were positively correlated with the avoidance coping instead of active problem solving. Moreover, those variables showed strong positive correlation with stress but negative correlation with life satisfaction. The conclusions drawn from these results are that Cheong and Weness which exert both positive and negative influence on stress and life satisfaction of Koreans and important concept for the understanding of Korean interpersonal relationship style. The implication of this study is that it may be necessary to develop models for the training of Korean interpersonal relationship style and communication skills through which positive influence of Cheong and Weness can be maximized.
Abstract
The purpose of the present study was (1) to investigate frequency and percent of sex-role identity type by gender, (2) to examine the differences of career-related variables(career decision- making efficacy, career decision-making, and career maturity) according to gender and sex-role identity, and (3) to analyze relative importance of gender and sex-role identity on career-related variables. The subjects of the study were 495 junior high and high school students. Male students were 228 and female students were 265. Junior high school students were 270 and high school students were 225. The findings of the study were as follows. First, there was developmental difference in terms of sex-role identity type. Second, there were not significant differences of career-related variables by gender while significant differences by sex-role identity type. Third, gender did not explain the variances of career decision-making efficacy, career decision-making, and career maturity whereas sex-role identity type did.
Abstract
This research is to find out the characteristics of career attitude & maturity on each stage, providing basic concept in building up the career counseling program. Toward this end, 2,007 students in junior and senior high schools, colleges and universities were collected and this survey was carried out at school. The result of the survey showed there are clear differences in career development in accordance with age. The older groups defintely show their confidence and decisiveness in career, and the strong goal-oriented attitude toward job and career is much more clearly shown than from the senior highschool groups. The occupational information has divided the whole into two group; one is junior high schoolers and the other is senior high and university students. The career decision self-efficacy had its strong lead in the older groups, and got stronger since they entered universities. The stepwise multiple regression analysis was taken to measure how far career decision self-efficacy would be involved in career development. The analysis has told us that career decision self-efficacy is turned out to be a more important variable to girls(45-50%) than boys(13-42%), and 55% of them regarded goal selection as the most critical variable of all. According to the analysis, self-regulation is the most significant variable to both boys and girls to measure up career decision self-efficacy. This self-regulation is a kind of efficacy which leads to goal setting and self-response based on self-judgement. Confidence on the career decision is not so much to do with general sense of self-confidence or confidence on his or her academic achievement as self-regulation to control his or her own system, which can be named as 'self-efficacy' in a more positive way.
Abstract
The aim of present study is to identify the factor structure of career barriers perceived by female college students. After developing the Career Barriers Inventory for female college students with 66 items, the inventory administered to 895 female college students. The researcher did exploratory factor analysis and reviewed the Eigen value and scree test and did a priori factor analysis with 7 factor solution. The experts evaluated the content validity. After that, 9 items were deleted and 7 factors were extracted from the factor analysis. 7 factors are consists of 1) Discrimination, 2) Lack of personal quality 3) Multiple role conflicts, 4) Indecision and Occupational unpreperation, 5) Job market and Conventional constraints, 6) Low expectation of occupational prospect, 7) Stereotypes of Women employment. The factor structure were well reflected characteristics of career barriers perceived by Korean female college students. The reliability of factors and item-factor correlations were acceptable. In addition, the theoretical implications and practical meanings were discussed.
Abstract
The present study examined the effects of career counseling, which used a career decision-making counseling program, on career decision-making statuses of college students. The research questions were: first, what differences exist between the career decision-making statuses of a group of students who have taken career decision-making counseling and a group of students who have not; second, what differences exist between the career decision-making statuses of a group of students who have taken individual career decision-making counseling and a group of students who have taken collective career decision-making counseling. according to the results, we can draw conclusions as follows: first, career counseling using a career decision-making program could enhance students' school adjustment, occupational plans, and academic majors. second, it appeared that there was not a difference between individual counseling and collective counseling, both of which utilized a career decision-making program, in their effects on improving decision-making statuses. the fact would be useful in selecting actual counseling methods.
Abstract
The purpose of this study is to training parents for paraprofessional to teach and improve there children's behavior problem. This program is behavioral training program for to children with developmental problem. This program is fully tested throughout recent 10 years in the several studies. Total training sessions are 9. It has two session's in per a week. during training time, one session is 1 hour and 30 minutes. This program are verified ABA designs. The participients behavior change rates had high reliability in instruction and consequence. In this study, for to effective training, two or three points are deviced. for example, group management and training elements and parent's personal and familial elements and so on. The results are follows; eight parents are reported not only being used desirable instruction and consequence method but after being training over, their children's verbal and social development are desirably improved. The ideal parent training program method are to use written manual text, self monitoring video learning, and feedback from therapist, and their homework.
Abstract
Few researchers have developed social problem solving study especially for social problem solving training program in Korea. In the present study social problem solving training program designed to treat and prevent mental health problem was developed and the effectiveness of it was assessed. Thirty eight university students were divided into two groups and the experimental group attended group therapy once a week for 7 weeks to be trained to apply social knowledge and problem solving skills to their everyday interpersonal problems. The subjects were assessed before and after the social problem solving program using the following measures: BDI, STAI-S, STAI-T, SPSI, MEPS. Results showed that the degree of depression and anxiety were significantly reduced following the social problem solving training program. General problem solving attitude, pattern and performing ability were significantly improved. Results of the study provide a strong case for effectiveness of social problem solving training program as treatment for social problem solving ability, negative emotion and interpersonal stress.
Abstract
The purpose of this study is to develop Korean College Students' Career Barrier Inventory (KCBI) and examine its reliability and validity. In STUDY 1, the KCBI consisting of 45 items of 9 factors were developed based on literatures and self-reported data. The validity of the developed scale was verified in STUDY 2. The final KCBI was developed. It consisted of factor 1 of Relationship Difficulties(5 items), factor 2 of Lack of Self Definiteness(7 items), factor 3 of Financial Difficulties(5 items), factor 4 of Conflict with Significant Others(5 items), factor 5 of Lack of Career Information(5 items), factor 6 of Age Barriers(4 items), factor 7 of Lack of Physical Confidence(4 items), factor 8 of Lack of Interests(4 items), and factor 9 of Feeling of Anxiety About Future(6 items). And the final KCBI obtained through the scale development study was confirmed to have criteria-related validity and concurrent validity.