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메뉴This study examined the relation among socially prescribed perfectionism, academic demands, test anxiety, and academic burnout of korean undergraduate students using mediated moderation analyses. As a result, test anxiety was fully mediated the relation between socially prescribed perfectionism and academic burnout. That is, socially prescribed perfectionism was positively associated with greater level of test anxiety, in turn, greater test anxiety was positively related with academic burnout. Furthermore, academic demands moderated the effect of socially prescribed perfectionism on test anxiety. Implications, future research directions and limitations of the study were discussed.
Age differences in adolescent-parent conflicts and its relations with parenting behaviors were examined in 93 high school and college students by administering the Issues Checklist and individual interviews. Conflicts were relatively few in numbers, moderate in frequency, and mild in intensity. However, conflicts were more frequent and intense in high school students than in college students. Academic achievement was the problem which both high school and college students had the most conflict with parents. The next problems were cleaning the bedroom, bedtime/curfew and activities in high school students and financial problem, interpersonal relationship and appearance and health in college students. Adolescents explained their own perspectives in conflicts primarily in terms of personal and psychological reasons whereas they explained their parents' perspectives in terms of moral, conventional and prudential reasons. Conflicts were resolved by adolescents giving in to parents, by parents giving in to adolescents and by joint resolution to the same extents. However, parents giving in declined with age. Among three parenting behaviors, psychological control displayed meaningful relations with conflict frequency, conflict intensity and conflict resolution in both high school and college students, whereas parental behavioral control displayed meaningful relations with conflict intensity and conflict resolution in college students.
The aims of this study were to confirm the mediating effect of maladaptive perfectism and maladaptive cognitive emotion regulation on the relationship between adolescents’ family differentiation and worry. The data were collected from 494 high school students, and were analyzed through structural equation modeling. The main research findings were as follow: First, family differentiation had direct effect on maladaptive perfectism and maladaptive cognitive emotion regulation. And maladaptive perfectism had direct effect on maladaptive cognitive emotion regulation. In addition, maladaptive perfectism and maladaptive cognitive emotion regulation had direct effect on worry. Second, maladaptive perfectism significantly mediated the relationship between family differentiation and worry. And maladaptive cognitive emotion regulation significantly mediated the relationship between family differentiation and worry. In Addition, family differentiation had an effect on worry through the sequential double mediation of maladaptive perfectism and maladaptive cognitive emotion regulation. The significance and limitations of the present study and directions for future research were also discussed.
The purpose of this study was to develop a parent-involved program for enhancing elementary school children’s anger control ability, and verify its effects. For this purpose, this study analyzed domestic and overseas programs for anger control, and designed a comprehensive and systemic program development procedure comprising 11 stages of inquiry research, setting up program targets, structural elements extraction and content selection, setting up session targets, program presentation strategies, program content actualization, professionals’ validation processes, preliminary program implementation, final program implementation, and program effectiveness verification. This study performed the anger scale for elementary 5th grade 198 students and selected those students who obtained the score above an average of the total score (M=97, SD=17.9) and their parents as the subjects of this study. This study randomly divided the participants into three groups including the experimental group of 10 children and 10 sets of parents, the control group of 10 children and 10 sets of parents, and the comparison group of 10 students only. This study conducted 12 sessions of the program for the experimental group and the comparison group twice per week. To verify the effects of the program, this study conducted pre- and post-tests for the experimental group (parent-involved program for enhancing anger control ability), the comparison group (program for enhancing anger control ability), and the control group before and right after the program performance, and conducted afterward-test six weeks after the program termination. From the results of this study, while the comparison group showed a significant change in children’s anger level and parents-children communication at the time of the post-test, and retroactive status in the afterward-test, the experimental group turned out to keep the effect of the program in the post-test and in the afterward-test. As for the anger expression types of children and parents, the experimental group showed a more significant change than the comparison group. It is suggested that this study demonstrated the importance of parent variables for anger control as the experimental group of parent-involved with children that was developed in this study, showed a higher effect on enhancing elementary students’ anger level, parents-children communication, and anger expression types of elementary students and parents than the comparison group of children only did.
This study developed and validated the Korean version of the Social Preference Scale(K-SPS) for adolescents. Items from Social Preference Scale - Revised (Bowker & Raja, 2011) and Emerging Adult Social Preference Scale (Nelson, 2013), which are self-reported measures of three subtypes of social withdrawal (shyness, unsociability, and avoidance) and social isolation, were adapted into Korean and were validated with 4 samples of 985 adolescents at 11 middle schools in Northeastern region of South Korea. Exploratory factor analyses generated a four-factor solution and subsequent confirmatory analyses with another independent sample confirmed the four-factor model of the K-SPS of 20 items, including isolation, avoidance, shyness, and unsociability. Each factor demonstrated an adequate internal consistency, and all factors were interrelated but distinguishable as they were positively correlated one another at low-to-moderate levels. Criterion-related validity of the K-SPS was demonstrated by significant and predicted patterns of bivariate correlations of each factor with various indices of socio-emotional maladjustment, such as depression, interpersonal anxiety, loneliness, bullying and victimization, as well as with an extant self-report measure of social withdrawal, K-YSR. Further, convergent and discriminant validity was demonstrated when each factor from the K-SPS was strongly correlated with another measure of a similar construct and had weaker correlations with measures of other distinct constructs. Finally, test-retest reliability was also found adequate. Implications and limitations of our findings were fully discussed, along with suggestions for further study.
This study identified latent profiles in career stress and career preparation behaviors among college students. In addition, the current study examined how career motivation and other demographic characteristics such as sex and grade affect the classification of the latent profiles. A total of 475 college students participated in this study. For the purpose of the study, Latent Profile Analysis (LPA) and Multiple Logistic Regression analysis were conducted, using M-Plus 7.0 program. Results revealed that there were five types of latent profiles: adaptive career behavior type, unconcerned career behavior type, overcoming career behavior type, confused career behavior type, and struggling career behavior type. Regarding career motivation, career identity was found to be the most influencing factor in the classification of the profiles, along with career insight and career resilience. Also, sex and grade affected several group differences. Implications and limitations of the current findings and recommendations for further study were discussed.