The present study was to investigate the developmental change of adolescent's theory of mind. In addition, the relations between theory of mind and the social competence were investigated. Sixty students in each the 6th and 8th grade group were participated in this study. Adolescents' understanding of mind were measured by four kinds of mindreading tasks; the second-order false belief tasks, understanding the ambiguous social behaviors tasks, understading the hidden meaning of a figurative statement tasks, and the “faux pas” tasks. Social skills were measured by social skill scales. Eighth graders performed better than the 6th graders on the understanding the ambiguous social behaviors tasks and faux pas tasks but not on the second-order false belief tasks and understanding the hidden meaning of figurative statement tasks. The results suggests that the mindreading ability continues to develop during the adolescence, especially the ability to interpret others' ambiguous social behaviors by reading their mental states and the ability to understand that a person says a faux pas it is due to a mistaken belief. In addition, the understanding the ambiguous social behaviors tasks was found to be the best task to predict social behaviors. The results suggests that the mindreading ability would be a significant explanatory factor on social competence.
The present study investigated the relationship between the perceptions of social change and subjective well-being, and the effectiveness of coping resources in such a relationship by comparing the structural equation models of the samples obtained in two countries (Korea and the United States). Participants in two countries reported their perceived pace of social change, evaluation of social change, subjective well-being, personal resources(self-esteem and self-efficacy), and social resources. Based on the survey data, a structural equation models was developed and compared across two samples to examine the moderation effects of coping resources by culture and nations. As a result, it was revealed that the perceived pace of social change affected subjective well-being through the mediation of the evaluations of social change and that there were differences in the effectiveness of coping resources: social resources had stronger effects for the Korean sample whereas personal resources had stronger effects for the U.S. sample. Discussions on the psychological impact of a new type of social stress, social change, is included.
Research on moral judgment has been dominated by rational factor or moral emotion, in which moral judgment is thought to be caused by moral reasoning or moral intuitions. This research demonstrates that offender' anger can influence moral judgment. The study examined the role of offender's anger (control group versus anger group) on moral domain ( life, interpersonal ethic, traffic regulation: 6 case) : 2(groups) ×6(cases) mixed design. Participants were asked to judge the offender, case, sympathy and one's anger about the him or her who offended against the law or convention. Participants who perceived the offender's anger tended to assess questionnaire generous. In interpersonal ethic domain, participants have not been affected by anger. There was not significantly differences between two groups in interpersonal ethic domain. The results of experiment confirmed hypotheses that influence of anger varies with the moral domains affected a value system of culture. These findings indicate functional emotion for moral judgment and suggest people may be decide how much emotion is considered on moral judgment performance according to moral domains.
The purpose of this paper is to examine learning motivational process models, based on Self- Determination Theory(SDT) in academic settings. I examined if SDT's assumptions would fit for Korean adolescents, using a learning motivation scale(LMS), Basic Needs―autonomy, competence, and relatedness―Satisfaction Scale(BNSS), academic grades and life-quality scales, and also tried to search for the adequate motivational process models for Korean adolescents through regression analysis and structural equation model analysis. The results of this study are as follows. Basic needs satisfaction influences positively on the development of self-determinative motivation, which influences positively on academic achievement. But academic achievement and self-determinative motivation doesn't always influence on subjective well-being positively. And Korean adolescents who study autonomously or achieve good grades, are not better in a dimension of subjective well-being than others. Basic needs satisfaction while growing is more important than any other variables to improve adolescents' autonomous motivation, academic achievement and subjective life qualities.
We investigated the implicit representations of success/failure associated with mother in male and female college students. In study 1, participants were presented 'mother' or 'basket' as a context prime and 'success' or 'failure' related words as second primes for 100ms, and were asked to make lexical decisions about 'accept' or 'reject' related words and non-words after 150 ms (SOA 250ms). Results revealed that lexical decision times on the mother condition were more rapid than the ones on the basket condition, and lexical decision times on the acceptance condition were more rapid than the ones on the rejection condition, and female participants showed shorter times than male students did. In study 2, we divided participants into four groups by gender and attachment style, Results showed that the interaction between success/failure and acceptance/rejection was statistically significant, that is, quickest lexical decision times on the success-acceptance condition, and slowed times on failure-acceptance, failure-rejection, and success-rejection condition in order. On the other hand, no significant differences between high and low attachment group were found in males, but significant three-way interactions were found in females. In highly attached females, lexical decision times in success-acceptance condition were not differed from ones in success-rejection condition, and slowed times in failure-rejection condition. Low attached females showed very rapid times in success-acceptance condition, but very slow times in success-rejection condition. The results were discussed in terms of self-positivity and success/failure scheme depending on gender and attachment styles.
We investigated the implicit representations of success/failure associated with mother in male and female college students. In study 1, participants were presented 'mother' or 'basket' as a context prime and 'success' or 'failure' related words as second primes for 100ms, and were asked to make lexical decisions about 'accept' or 'reject' related words and non-words after 150 ms (SOA 250ms). Results revealed that lexical decision times on the mother condition were more rapid than the ones on the basket condition, and lexical decision times on the acceptance condition were more rapid than the ones on the rejection condition, and female participants showed shorter times than male students did. In study 2, we divided participants into four groups by gender and attachment style, Results showed that the interaction between success/failure and acceptance/rejection was statistically significant, that is, quickest lexical decision times on the success-acceptance condition, and slowed times on failure-acceptance, failure-rejection, and success-rejection condition in order. On the other hand, no significant differences between high and low attachment group were found in males, but significant three-way interactions were found in females. In highly attached females, lexical decision times in success-acceptance condition were not differed from ones in success-rejection condition, and slowed times in failure-rejection condition. Low attached females showed very rapid times in success-acceptance condition, but very slow times in success-rejection condition. The results were discussed in terms of self-positivity and success/failure scheme depending on gender and attachment styles.