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메뉴The purpose of this study is to investigate the mediating effects of rejection sensitivity on longitudinal causal relationships between negative parenting attitude on the children and covert narcissism. For this study, data was collected from 552 elementary school students in the fifth and sixth grades in Gyeongsangnam-do by researching the measure of parenting attitude, rejection sensitivity and covert narcissism in twice. The conclusion of this study is summarized as follows. First, The children who recognize parenting attitude more negatively in the first research express higher rejection sensitivity and covert narcissism in the second research. In addition, the children who have a high level of rejection sensitivity in the first and second research display a high level of covert narcissism in both researches. Second, the correlation coefficient between variables demonstrated the positive relationship among negative parenting attitude, rejection sensitivity and covert narcissism. And Rejection sensitivity became evident to have the mediation effects in both data of cross-sectional research and seven-month intervals in the first research. This not only means that negative parenting attitude conducted in the first research is more effective in predicting covert narcissism in the second, but also that rejection sensitivity in the first and second research is more effective in predicting covert narcissism. This suggests that children's development of rejection sensitivity can be a precedence factor for developing covert narcissism. The results were compared with previous studies and the implication and limitation were discussed.
This study examined self-regulation as a mediator in the relations among procrastination motives (worrying, optimistic, defiant) and academic procrastinating behavior. 179 students who visited the university academic counseling center in South Korea completed measures of procrastination motives, self-regulation and academic procrastinating behavior. The collected data was analyzed and mediation was tested using SEM (Structural Equation Modeling). Fit indices were tested and the significance of mediation was verified by using bootstrapping method. The link between worrying motif and academic procrastinating behavior was fully mediated by self-regulation, while optimistic motif was partially mediated. Defiant motif only had a direct link with academic procrastinating behavior without the mediator. Results provide support for understanding the different influence of self-regulation according to procrastination motives and how to deal with academic procrastination. Implications for counseling on procrastination motives and future research directions are discussed as well as the limitations of the study.
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. This study takes a person-centered approach to the study of SRL in a sample of 1,431 high school students. The purpose of the this study is to examine potential subgroups of self-regulated learners. Using latent profile analysis on self-reports of nine variables of SRL, three profiles were identified: high SRL, low SRL, and average SRL. The largest profile was ‘average SR type’ which were roughly average across all variables. The high SR type was the next largest, and the low SR type was the least prevalent profile observed. High SR type showed high learning motivation and excellent academic ability. They reported high level of academic achievement and spent much more time on their studying. On the other hand, low SR type showed low learning motivation and high negative academic emotions and high learned helplessness. Average SR type reported average level of learning motivation and high test anxiety. Two advantages of the current study over these previous works were the use of LPA and the use of a broader set of SRL variables. These results in this study can help establish the directions for academic counseling or education programs tailored to the characteristics of each type.
The importance of positive behavior support(PBS) has been increasingly emphasized in recent research literature on school-based interventions for ADHD. However, there have been very few empirical studies on how a variety of PBS strategies for ADHD could be conceptualized in terms of their underlying structures and how they are perceived and utilized by elementary school teachers. This study investigated elementary teachers' perceived effectiveness, acceptability, and reported use of 48 PBS strategies for children at risk of ADHD or with ADHD. Based on a literature review on effective school-based interventions for ADHD, a questionnaire of 48 PBS strategies in one of the three categories of Antecedent(A), Behaviors(B) and Consequences(C) were developed and administered to 177 elementary school teachers in three geographical areas in Korea. Participants evaluated the effectiveness, acceptability, and reported use of each of 48 PBS strategies on a 4-point Likert type scale. As a result of exploratory factor analyses of all PBS strategies based on their effectiveness ratings, 7 factors for A, 2 factors for B, and 1 factor for C were derived. Most effective PBS strategy “factors” as perceived by elementary teachers were “maintaining interest/readiness for learning” and “requesting parent assistance”; the least effective strategy factor was “getting ready for blocking disruptive behaviors”. The most acceptable strategy factor was “maintaining interest/readiness for learning”and the least acceptable ones included “teaching self-organization” “adjusting gaze/voice” and “modifying assignments” The most frequently used PBS strategy factor was also “maintaining interest/readiness for learning” while the least used techniques were “teaching self-organization” and “modifying assignments” Across all PBS strategy factors, the ratings of actual reported use were significantly lower than their acceptability, and “requesting parent assistance”was found to have the largest difference between its reported use and its acceptability. There were significant differences in reported effectiveness, acceptability, or reported use of several PBS strategy factors by the number of years of teaching experience and lower- vs. upper-grade teachers. Based on these findings, implications for research and practice in PBS and school-based ADHD interventions were fully discussed.
The purpose this study was to develop gratitude program for college students, and to investigate its effects. To effective analysis was selected the most comparative group(recording gratitude events in daily life undergraduate students). The 58 students who were H & S college in ○○. Each student of the treatment group, comparative group participated in the program, 2 sessions per week, a total of 10 sessions, 60 minutes per session. The Gratitude disposition scale for college students and adults(Lim, 2010) was used as a measuring instrument. To verify the effect of programs, Multivariate repeated-measure analysis was conducted. The results were as follows. The treatment group and the comparative group were significantly higher than the control group in the level of overall gratitude and in subareas such as Perception, emotion-behavior factor. In conclusion, it showed that the Gratitude Program for College Students was developed properly.
The purpose of this study was to analyze the constructs of Korean adolescents' strengths as well as the relationships of adolescents strengths and personality to life satisfaction. For this purpose, Adolescents Strengths Assessment Inventory, NEO adolescent personality inventory and KLSSA(Korean Life Satisfaction Scale for Adolescence) were measured. Data were obtained from 1,746 students (middle school 485, high school 1232). The results are as follows: First, although generally there were significant correlations between 20 strength factors and 5 personality factors, sizes of correlation coefficients were mostly rather small. Second, results of correlation analyses showed that both strengths and personality were significantly correlated with life satisfaction. Third, results of hierarchical multiple regression analyses showed that strengths explained an additional significant variance of life satisfaction above the effect of personality. Lastly, the limitations and implications of the present study were discussed.
The purpose of the study was to qualitatively investigate the experience and perceptions of school counselors who were involved in the process of dealing with school violence. Fourteen school counselors -5 from elementary, 5 from middle, and 4 from high school–were interviewed, divided into three different focus groups. To ensure objectivity, the research team and the audit team were involved in the analysis. Six domains (school violence incidents experienced by school counselors, interventions for the incidents, effects of the interventions, factors which affected the process of addressing the incidents, and suggestions on school violence), 21 categories, and 70 concepts for elementary, 74 for middle, and 84 for high school were derived. First, the interventions used by school counselors include separation of victims from perpetrators, counseling-based approaches, perspective taking, reflective self-awareness, realistic perceptions on circumstances, cooperation with other teachers and institutions, and temporary protection of victims. In the process of implementing the interventions, school counselors experienced difficulties due to poor job conditions, the characteristics of students and their parents involved, feeling of burden for taking a coordinating role, and ineffective interventions performed at the systemic level. Second, school counselors took on multiple roles such as counselors, consultants, and coordinators. Third, effective interventions perceived by school counselors were counseling-based approaches, utilizing available resources, and drawing settlements. In contrast, ineffective interventions were one-way punishments and unprepared interventions. Fourth, the incidents of school violence were affected by awareness and capabilities of school counselors, attitudes and roles of teachers and parents involved, administration and management systems, timing, developmental factors, and so forth. Findings of this study can serve as a basis from which more effective interventions are explored, curriculum designed to establish school counselors' professional identity and enhance professional knowledge and skills are developed, and further related systems and policies are improved. Implications and limitations of the study are discussed.
The purpose of the study was to examine the relationships among dichotomous thinking, dysfunctional perfectionism and suicide ideation in adolescents and to examine whether the relationships among dichotomous thinking, dysfunctional perfectionism, and suicide ideation were mediated by hopelessness depression symptom. For the purpose of the study, a total of 544 middle school students in Ulsan, South Korea completed questionnaires assessing Suicide Ideation (The Korean version of the Beck Scale for Suicide Ideation), Dichotomous Thinking (Dichotomous Thinking Index-30 Revised), Dysfunctional Perfectionism (Two-dimensional Perfectionism Scale), and Hopelessness Depression Symptom (Hopelessness Depression Symptom Questionnaire). Suicide ideation, dichotomous thinking, dysfunctional perfectionism, and hopelessness depression symptom showed a significant positive correlation. Hopelessness depression fully mediated the relationship between dysfunctional perfectionism and suicide ideation, but did not mediate the relationship between dichotomous thinking and suicide ideation and dichotomous thinking had a direct impact on suicide ideation. Current findings suggest that dichotomous thinking, dysfunctional perfectionism, and hopelessness depression symptom might be important factors to consider in the evaluation and treatment of suicide ideation in the adolescent population.