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메뉴The purpose of this study was to develop the Career Decision Making Profiles-Youth(CDMP-Youth) in Korea and to validate the scale. First, preliminary 130 items with 14 factors were obtained based on a number of ways. Second, These items were administered to 316 adolescents. Based on the first preliminary study, 53 items with 9 factors were obtained. These items were administered to 233 adolescents. Based on the second preliminary study, 61 items with 9 factors were obtained. Third, These items were administered to 1,206 adolescents, and finally 34 items with 9 factors were obtained. The total group was divided into two sub-groups in order to check cross-validity of the scale. The results of factor analyses showed that the 9 factor model with 34 items were satisfactory. The reliabilities of 9 factors were also satisfactory. These career decision making profiles factors were significantly related to criteria such as career satisfaction as well as grade, supporting criterion-related validity of the scale. Also these factors were significantly correlated with factors of the Career Decision Making Profiles developed by Gati et al (2010), supporting convergent validity of the scale. Lastly, the limitations and implications of the present study were discussed.
The purpose of this study was to examine the mediation effect of physical health, parental affection, student-teacher relation, and peer attachment on the development of adolescents’ self-esteem. Three age groups (the first grade, the fourth grade, and the seventh grade) of panel data collected by Korea Children & Young Panel Survey(KCYPS) were used for the analysis. Results indicate that physical health and parental affection mediate the change of self-esteem from the third grade to the fifth grade as well as change from the fifth grade to the seventh grade. Physical health and teacher relation were found to mediate the change of self-esteem from the seventh grade to the ninth grade. On the other hand self-esteem change from the ninth grade to the eleventh grade was mediated by physical health, parental affection, and student-teacher relation. Practical implication for the development of adolescents’ self esteem was discussed.
The purpose of the study is to develope and validate creative self efficacy scale for college students. Subjects are 671 undergraduates from 4 colleges including 300 male and 371 female students in Korea. To develope creative self-efficacy scale, researchers developed, examined, and revised preliminary items of creative self-efficacy. In the analysis stage exploratory and confirmatory factor analysis were performed. In the exploratory stage of factor analysis, two factors were thought as appropriate that were named as creative thinking efficacy and creative performance efficacy by combining scree test and reviews of literatures in creative self-efficacy. After that, researchers examined confirmatory factor analysis of creative self-efficacy factors by comparing with another group of college students. Based on that, the fits of research modeling were same with another group which meant that the model used in the research group could generalize to other college students. By the result of the study, 9 items of creative thinking self-efficacy and 11 items of creative performance self-efficacy items were selected. In addition to it, when the researchers examined the reliability of test, Cronbach α for creative thinking self-efficacy was .908, creative performance self efficacy was .900, and total creative self-efficacy was .944. This study has implication on developing and validating creative self-efficacy scale for college students. With reference to the result of the study, researchers discussed results with related researches, and suggested theoretical and practical implications.
Childhood is a critical stage that determines the development and adaptation of youth and adulthood. Given this, careful treatments of aggression and self-concept of a child are essential to childhood mental health. Much work has established a relationship between aggression and self-concept. Indeed, it A line of studies have shown that negative self-concept is a predictor of aggression, but the specific nature of the relationship remains unknown. The present study aims at clarifying the nature of relation between aggression and self-concept by examining the longitudinal reciprocal relationship between the two. The 3-year longitudinal data collected from 2,844 4th-grade elementary school students by the Korean Youth Panel study was used in this study. The analysis using the Autoregressive Cross-Lagged Model showed that a unidirectional pattern of relation between aggression and negative self-concept; aggression of child had a statistically significant effect on the negative self-concept, whereas negative self-concept had no significant impact on aggression. This result point to the critical role of aggression in mental health, suggesting the need for early intervention for moderating excessive aggression.
The purpose of this study was to identify the mediating effects of socially prescribed perfectionism and fear of failure on the relation between paternal or maternal psychological control and academic procrastination. The self-report survey data of 640 middle school students were analyzed using Structural Equation Modeling. The results indicated in both paternal and maternal models, socially prescribed perfectionism and fear of failure mediated the relation between paternal or maternal psychological control and academic procrastination respectively. The dual-mediating effects of socially prescribed perfectionism and fear of failure were also statistically significant. In other words, parental psychological control contributed to adolescents’ academic procrastination by increasing socially prescribed perfectionism or fear of failure. Futhermore, youth with strong socially prescribed perfectionism have more fear of failure which in turn influenced their procrastination. However, two models differed in that only paternal psychological control directly predicted academic procrastination. Effective intervention strategies for academic procrastination as well as implications of the findings were discussed.
This study examined professional counselors' perceptions and experiences of the use of adolescent clients’ strengths and assets in individual counseling. Twelve counselors, who hold an advanced-level certification in counseling and also had a minimum of five years of counseling experience with adolescents, were individually interviewed via telephone and data were analyzed using the consensual qualitative research method. Participants stated that prior counseling experience, indirect learning experience in supervision and reading, and consideration on developmental characteristics of adolescents led to their reliance on strengths and assets in individual counseling. To identify the client’s strengths and assets, respondents typically utilized an initial interview and observation, a collaborative work with the client, or psychological tests. Also, the majority of the participants used the identified strengths and assets in establishing counseling goals and strategies. Support for the client’s internal assets or attempt to change significant others’ views on the client was reported as another way of using the client’s strengths and assets, typically and variantly, respectively. Participants witnessed that strength-oriented counseling approaches benefitted both counseling processes and outcomes. In addition, a variety of themes regarding determinants on effectiveness of and barriers to the use of strengths and assets emerged from the data. Based on the findings of this study, implications for counselor education and future research are discussed.
This study attempts to identify a mediation effect of self-esteem in relation to stress and comprehensive well-being of upper-level elementary school children. To this end, the researchers conducted a survey on 450 fifth grade students in four elementary schools in Gyeonggi province, South Korea. The researchers asked questions to measure the levels of stress, self-esteem, and comprehensive well-being. The analysis of survey data was based on reliability tests of each measure, correlation coefficient analysis of major variables, multiple regression analysis, and verification of mediation effects. According to the results of multiple regression analysis, which we conducted to see what impact sub-factors of stress have on comprehensive well-being, stress related to parents, friends, teachers, and school had a negative effect on the respondents' comprehensive well-being. In particular, friend-related stress had the highest degree of impact on the respondents' well-being. The results of verification of mediation effect of self-esteem in the relationship between stress and comprehensive well-being demonstrate that self-esteem, on the whole, and self-esteem for each sub-factor (general self-esteem, social self-esteem, self-esteem at home, and self-esteem at school) had a partial mediation effect which was statistically significant. That is, stress can have a negative effect on comprehensive well-being directly, while reducing the level of comprehensive well-being indirectly by way of other sub-factors as described above. One can see from this the importance of self-esteem in the relationship between stress and comprehensive well-being. Based on these results, the researchers discussed the implications and limitations of this study.
The purpose of the current study was to investigate whether ambivalence over emotional expressiveness would mediate the relationship between differentiation of self and abnormal eating behaviors, and if such mediating effect would differ depending on the level of psychological acceptance among female (under) graduate students. The main results are as follows. First, differentiation of self had a direct effect on abnormal eating behaviors, and indirectly influenced abnormal eating behaviors through ambivalence over emotional expressiveness. Such finding indicates that ambivalence over emotional expressiveness partially mediated the relationship between differentiation of self and abnormal eating behaviors. Second, psychological acceptance moderated the effect of ambivalence over emotional expressiveness on abnormal eating behaviors. That is, as psychological acceptance increased, the negative effect of ambivalence over emotional expressiveness on abnormal eating behaviors decreased. Third, the moderated mediating model was supported in that the mediating effect of ambivalence over emotional expressiveness on the relationship between differentiation of self and abnormal eating behaviors, increased as the level of psychological acceptance decreased.
The purpose of this study was to examine the mediating effects of self-concept clarity and social anxiety on the relations between overt narcissism and internet overuse among middle school students. The data consisted of 395 students (261 boys, 134 girls) drawn from four middle schools in Seoul, Gyeonggi and Gyeongnam regions. Their self-report data was analyzed using Structural Equation Modeling. The results indicated the mediating effect of self-concept clarity or social anxiety between overt narcissism and internet overuse was significant. The dual-mediating effect of self-concept and social anxiety was also significant. Covert narcissism did not directly predict internet overuse. Finally, implications and limitations of this study as well as suggestions for intervention were discussed.