The purpose of the present study was to explore factors that make parent counseling for multi-cultural families successful in school. To seek those factors perceived by teachers, this study used concept mapping and thereafter compared the levels of importance with the levels of execution among factors which were necessary to effective parent counseling. 15 teachers were interviewed about their successful parent counseling for multi-cultural families and 66 non-redundant statements extracted from that group interview were sorted and rated by themselves. Eight thematic cluster-map was generated by multidimensional scaling and hierarchical cluster analysis: ‘Teacher Competence Enhancement’, ‘Teacher Training Support’, ‘Mutual Understanding and Recognition about Multi-cultural Families’, ‘Material Resource and Human Resource’, ‘Multi-cultural School Counseling’, ‘Various Programs for Multi-cultural Families’, ‘Providing Information and Problem-Solving Intervention’, ‘Characteristics of Members of Multi-cultural Families’. In addition, there were differences between level of importance and execution in all the category. Finally, the study's implications and limitations were discussed and future research directions were suggested.
The purpose of this study was to examine psychological characteristics associated with bullying such as interpersonal relationship dispositions and the fear of the negative evaluation in middle school students that play different roles in bullying(a bystander, a defender, a bully-follower, a bully, a victim) as well as those associated with willingness to seek help in bullying. A total of 543 middle school students in Daegu participated in the study and they completed questionnaires assessing interpersonal relationship dispositions(KIAS) and the fear of negative evaluation (FNE). Participant Role Questionnaire(PRQ) was used to categorize students according to their type of involvement in bullying. Major findings are the following. First, bullying was related to interpersonal disposition. Bystanders are characterized by warm/agreeable, while defenders by ambitious/dominant, warm/agreeable and gregarious/extraverted. Bully-follower did not show any distinct characteristics. Bullies were notably characterized by ambitious /dominant and arrogant/calculating. Finally, victims were characterized by cold/quarrelsome, aloof/introverted and lazy/submissive. Second, the examination of the fear of negative evaluation according to the type of involvement in bullying showed that the fear of negative evaluation was scored the highest in the victim group and the lowest in the defender group. Third, regarding the willingness to seek help, defenders showed a greater willingness to seek help. Fourth, the willingness to seek help was negatively associated with the fear of negative evaluation and aggressive attitudes. Fifth, the interpersonal characteristics of cold/quarrelsome, aloof/introverted were negatively correlated with the willingness seek for help, while ambitious/dominant, unassuming/ingenuous, warm/agreeable and gregarious/extraverted were found positively correlated with the willingness to seek help. Current findings suggest that to effectively address the problem of bullying in school, it will be necessary to include all those involved in bullying, not just victims or bullies, developing tailored interventions that takes into consideration of the different roles assumed by each student in bullying. Such intervention might benefit from consideration of interpersonal disposition of each participant role and fear of negative evaluation by others.
School belonging has been studied as a strong and consistent predictor of academic achievement. However, research on school belonging with Korean students is scarce. Moreover, there is no study on the link between school belonging and academic achievement of Korean elementary students. The current study aimed to examine the role of school belonging in academic achievement among Korean elementary school students. Two hundred fifty 5th grade children participated in this study. We measured school belonging as well as individual and family factors that could affect children’s academic achievement. Specifically, conscientiousness and intrinsic motivation were measured as an individual factor, parental involvement in children’s learning was measured as a family factor. We also measured time that students were involved with private learning institutions as a control factor. The results supported our hypotheses. School belonging was positively correlated with academic achievement. School belonging also mediated the link between parental involvement, students’ individual factor of conscientiousness and intrinsic motivation, and academic achievement.
This study reviews important issues related to the nature of school bullying and discusses the implications for the development of policies or programs. First, this study defines bullying as an example of proactive aggression, and focuses on the function of bullying behaviors that helps adolescents to obtain or maintain social power and influence within peer groups. In order to understand the bullying as a group phenomena, it reviews issues of perceived popularity and group norms, and the importance of social context in relation to bullying and defending behaviors. Finally, this study discusses the critical points to remember for the development of effective bullying prevention/intervention policies or programs, especially, the importance of bystander intervention and change of social context, based on the findings of empirical research.
This study was conducted to test the effects of classroom-based social and emotional learning (SEL) on students’ social-emotional competences and school-relatd outcomes. The interventions involved 176 sixth graders in six classrooms. Two classrooms implemented SEL during academic instruction, two other classrooms employed Strong Kids curriculum, and the remaining two were assigned to a control group. Data were collected from self-report questionnaires designed to assess peer conflict resolution, emotional intelligence, positive/negative affect, academic self-efficacy, sense of school belonging, and learning skills. Analyses of covariance, mixed-design analyses of variance, and planned comparisons revealed that SEL was effective in enhancing students’ social-emotional competences and school-related outcomes but its effects varied with how it was implemented. First, SEL was effective in increasing cooperative resolution strategies and in decreasing both aggressive and avoidant strategies. In particular, Strong Kids curriculum was more effective in increasing cooperative strategies and decreasing avoidant strategies than was SEL linked to academic instruction. Second, SEL was effective in improving emotional intelligence and positive affect; however, it was not effective in reducing negative affect. Strong Kids curriculum was more effective in improving emotional intelligence but SEL linked to academic instruction was more effective in increasing positive affect. Third, SEL was effective in enhancing academic self-efficacy but was not effective in heightening sense of school belonging. SEL linked to academic instruction was more effective in facilitating academic self-efficacy than was Strong Kids curriculum. Fourth, SEL was effective in improving learning skills. Compared to Strong Kids curriculum, SEL linked to academic instruction was more effective in improving both self-management and class participation skills. These findings were discussed in light of the necessity of seeking ways to secure the intervention integrity of SEL linked to academic instruction and to ensure the sustainability of schoolwide SEL programming.
Purpose of this study is to look into internet use pattern of college students and to investigate relationships with personality trait, negative emotion, college life adjustment, internet use motivation and internet addiction according to average internet use time. Specifically, they were divided into two groups in order to find out factors which have influence over internet addiction; one group was use the internet for under 2 hours a day, and another group was use the internet for more than 3 hours a day. The participants in the study were 433 college students and the internet use motivation scale, internet addiction scale for college students, personality trait scale of 5 factors, alienation scale and college life adjustment scale were used for this study. A multi-variate analysis was conducted in order to find out any difference in sub-factors of respective scale as per group while a multiple regression analysis was conducted in order to compare variables affecting internet addiction. The major results are as follows: Degree of college life adjustment was higher in the group of less than 2 hours while degree of internet addiction, neurosis and alienation was higher in the group of more than 3 hours. Both groups showed that factors meaningfully influencing internet addiction were the emotional adaptation, a sub-factor of college life adjustment and the obsession motivation, that of internet use motivation while the group of less than 2 hours revealed that sexual motivation was the only meaningfully factor. This study showed to the importance of preventive education of internet addiction
Self-handicapping has showed an association with various motivational outcomes in both adaptive and maladaptive ways. This study proposed that claimed and behavioral self-handicapping were different in its association with flow experience and that these relationship were moderated by the level of self-doubt. Participants included 240 undergraduate students (54% female). Results showed that claimed self- handicapping was positively associated with flow experience whereas behavioral self-handicapping was negatively associated with flow experience. However, the positive effect of claimed self-handicapping on flow was not significant for those with the lower level of behavioral self-handicapping. The association between behavioral self-handicapping and flow was moderated by level of self-doubt. The negative effect of behavioral self-handicapping on flow experience was significant only for those with the lower level of self-doubt. Implications for future research and intervention were discussed.
The purpose of this study is to research violence against teachers by students and parents which happened a lot recently and find psychosocial sequela of teachers who experienced violence. To do so, 10 teachers of middle and high schools who experienced violence from students and parents at least once within a year were interviewed and the content of the interview was analyzed. The violence experienced was of different forms, such as verbal, relational, and physical, etc. Teachers could not report their experience to their close relatives, but they reported directly or indirectly through their fellow teachers and asked for their help after the accident. The support of teachers’ colleagues was helpful. They experienced many different types of somatization such as anger, regret, shame, etc after the accident. The results of this study revealed that teachers experienced in long term, problems related to student guidance. The core idea of the category “general” emphasized the fact that teachers developed in long term, atrophied attitudes towards student guidance or gave it up and there is a need of counseling opportunity for them. In conclusion, the violence victimization against teachers means that they experience trauma and it has a strong influence on not only teachers’ mental health but also negative effects for student guidance. And finally, there is an urgent need to set an institutional framework to protect and heal teachers. Limitations of this study and the need for a follow-up study were discussed.
The purpose of this study was to investigate structural relationships among perceived maternal emotional expressiveness, basic psychological needs, and school happiness. Specifically, we examined the mediating effects of the basic psychological needs between perceived maternal emotional expressiveness and school happiness. Also we identified the sub-groups by a cluster analysis of maternal emotional expressiveness and then explored their differences in basic psychological needs and school happiness. The subjects of the study were 373 students sampled from eight elementary schools located in D city and K province. We hypothesized a structural model in that perceived maternal emotional expressiveness influences elementary school students' autonomy, and autonomy has a positive impact on their competence, or relatedness and in turn, these three basic psychological needs influence their school happiness. The results showed that maternal positive emotional expressiveness had statistically significant positive effects on school happiness in either direct or indirect ways, while maternal negative emotional expressiveness had only significant indirect effects on school happiness in terms of students’ basic psychological needs. On the other hand, the results from a cluster analysis suggested that maternal negative emotional expressiveness can also play a positive role for the child’s psychological needs and happiness. The results revealed that maternal expressiveness can contribute to their child’s basic psychological needs and school happiness. Finally, it was discussed that future work with the person-oriented perspective is needed for comprehensive understanding of parent emotional expressiveness and its effects on other psychological traits.
The purpose of this study is to explore how the emotional regulation in the academic settings affects academic achievement. To that end, based on advanced research, this study established a theoretical model of emotional regulation which leads to academic achievements by the mediation of emotions and learning strategies, which subsequently verified their relationships using structure equation modeling. As a result, the goodness of fit indices of the theoretical model are excellent, thereby confirming that emotional regulations have effects on academic achievements, by mediation of emotions and learning strategies. It was concluded that emotional regulations had a direct effect on learning strategies, where it increased positive emotions and reduced negative emotions, to induce students to actively practice the learning strategies, ultimately exercising a significant influence over academic achievement. The result of this study, which shows that emotional regulation is related to positive emotions and effective learning strategies, proves that support and a fostering of emotional regulation can be an alternative method for increasing the positive emotions of learners, and promoting learning strategies for them. It was shown that this relationship structure is applicable to all students, male and female, middle school and high school. Based on the findings of the study, implications, limitations, and directions for future research were discussed.
The purpose of this study is to confirm the structural relationship among perfectionism tendency, self-regulated learning, and test anxiety. Also this study would examine if the mediating effect of self-regulatory learning is moderated by the school type such as special high schools with high-performing students and general high schools. The subjects of this study were 795 high school students(413 from special high schools, and 382 from general high schools) sampled from D city, Korea. The survey instruments used for this study were Multidimensional Perfectionism Scale(MPS), Self-Regulated Learning Scale(SRLS) and Anxiety Responses in Testing Scale(ARTS). The results indicated that there was a significant positive correlation between sub-factors of self-oriented perfectionism and the ones of self-regulated learning. Also there was a significant positive correlation between other-oriented and socially prescribed perfectionism and test anxiety. The students attending to special schools tended to show the higher self-oriented perfectionism and self-regulated learning than those in general high schools, while showing the lower test anxiety in cognitive domain. Second, the self-regulated learning significantly mediated between two types of perfectionism and test anxiety. Considering the size of effects, the direct and indirect effects between self-oriented perfectionism and test anxiety were relatively similar, but the direct effect between other-oriented․socially prescribed perfectionism and test anxiety was the larger than its indirect effect. Finally, the moderated mediating effect of self-regulated learning between perfectionism and test anxiety by school types was not significant. The findings are discussed with reference to the literature on multidimensional perfectionism. Practical and methodological implications of studying perfectionism are also discussed.
This article reviewed previous studies on grief and loss of youth for comprehensive understanding. For the purpose of the study, the researchers sepecifically reviewed on experience of loss (e.g. death of parents or friends, experiencing parents' divorce or loss of siginificant relationships) and grieving process of youth. Children and youth with loss could experience emotional difficulties (e.g. depression, detachment, guilty, and anger depressions) with physical, cognitive and social change. Thus, it is critical for school counselors or psychogists to understand their grief and loss for providing effective interventions. The study reviewed effective interventions based on ASCA national model and implications to Korean culture were discussed. Suggestions for future studies were also discussed.