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메뉴The purpose of this study was to investigate leaving school and then process of life of vulnerable families out-of-school youths through encounter out-of-school youths supporting project. We applied Rennie's hermeneutic grounded theory methodology for this study to integrally analyze in and out school, psychiatric characteristics, and recovery processes of life. This study analysis was constructed based on 137 meaning units, 30 subordinate categories, 9 hermeneutic categories. The core category and process analysis were conducted. Based on the result of the study, first, we found that out-of-school youths had life cycle of undergoing repeated difficulty in the critical period which played a vital role in their development and growth at school, at home and in a world. Second, this study showed that their healing and growing occurred through the second prenatal period in which they modified the orbit of life cycle supported by out-of-school youths supporting center and counselors' effective interventions and support. And finally, vulnerable families out-of-school youths were sustained learning and grew continually to raise their living foundation in a world out of school. This research could serve as a continual, specific exploration for the life circumstances and its recovery process of out-of-school youths in vulnerable families and understand their growing process through the interventions of social capital, out-of-school youths supporting project. Based on this study, we suggest basis data for practical and political support and prevention of school dropout to youths of vulnerable families with difficulties in and out school.
The current study aimed to examine the moderated mediating effect of self-encouragement through career goal discrepancy on the relationship between social comparison orientation and career anxiety. A total of 286 junior and senior students in 4-year universities in Seoul responded to the questinnaires on social comparison orientation, career goal discrepancy, career anxiety and self-encouragement. Excluding missing data and outlier, 278 data (men=103, women=175) were analyzed using SPSS 21.0 and SPSS Macro. A moderated mediation is an integrated model that combines mediation and moderation effect therefore we tested the mediation effect, moderation effect and moderated mediation effect. The results of this study were as follows. First, the mediation effect of career goal discrepancy on the relation of social comparison orientation and career anxiety was verified. Second, self-encouragement moderated the relationship between career goal discrepancy and career anxiety. Lastly, using SPSS Macro, the moderated mediation effect of self-encouragement on the relationship between social comparison orientation and career anxiety through career goal discrepancy was statistically significant and this was true at all levels of self-encouragement. This study further expanded the understanding of the university students' negative affect related to career by examining the antecedents of career anxiety. The results of this study can be effectively utilized in career counseling and education practice. Implications and limitations of the study and suggestions for further study were discussed.
The purpose of the current study was to explore the relationships among the antecedents of homophobia in a sample of secondary school teachers. Specifically, we hypothesized the moderated mediation model that the traditional gender-role attitudes mediated the relationship between authoritarianism and homophobia and the affective empathy moderated the link between traditional gender-role attitudes and homophobia. The results suggested that traditional gender-role attitudes partially mediated the association between authoritarianism and homophobia. Also, the moderating effect of affective empathy on the link between traditional gender-role attitudes and homophobia was significant. For those with high levels of affective empathy, the correlation between authoritarianism and homophobia was more positive. In addition, the moderated mediation effect was confirmed that the mediation effect of traditional gender-role attitude was statistically significant only with the higher level of emotional empathy, but not with the lower level of emotional empathy. Given these findings, several suggestions for developing teachers’ multicultural awareness and competency and future research were discussed.
This study investigated the mediating roles of two dimensions of teacher trust, cognitive and affective bases, in the relationship between perceived teachers’ role performance and school satisfaction. Specifically, McAllister’s mediation model of two dimensional trust (1995) was used to develop a research model, which hypothesized that the positive perception of teachers’ role performance would lead to greater cognitive trust toward teachers, which, in turn, would predict school satisfaction both directly and indirectly mediated by affective trust toward teachers. In addition, we compared the model of students with that of their mothers. A total of 181 middle school students and 200 mothers completed an online survey consisting of the Teacher Role Performance scale, Teacher Trust scale, and School Satisfaction scale. Structural Equation Modeling was used to analyze the data. The results yielded a good fit to the data, although the path from cognitive trust to school satisfaction was not significant. The indirect effect of double mediations of cognitive and affective trust was significant. The comparison of students and mothers showed that school satisfaction among students was predicted by both cognitive and affective trust, while that of mothers was associated only with affective trust. This implies that the cognitive and affective dimensions of teacher trust may serve differential roles and particularly function differently for students and parents.
The purpose of this study was to examine the life factors giving difference to the children’s perceived competence. For an analysis, hour of sleep, number of private tutoring, conversation time with parents, leisure time, number of close friend, amount of reading book were included in life factors. Two different questionnaires on life factors and children’s perceived competence were used. The sample consisted of 515 fifth and sixth grade elementary school students. The results were as follows: First, Hour of sleep makes difference to athletic competence. Second, number for private tutoring makes difference to scholarship competence. Third, leisure time makes difference to social competence. Fourth, conversation time with parents makes difference to scholarship competence, physical competence, behavior conduct competence, and general self-worth. Fifth, number of close friend makes difference to all six domains of children’s perceived competence such as scholarship competence, social competence, athletic competence, physical competence, behavior conduct competence, general self-worth. Sixth, amount of reading book makes difference to academic and conduct competence. As a result, the life factors give difference to the children’s perceived competence. The major factors that make difference to the perceived competence are number of close friend and conversation time with parents.
The literature has shown that public self-consciousness is related to various indicators of maladjustment; however, not all of those who are high in public self-consciousness experience social anxiety. The purpose of this study was to test moderating effects of the basic psychological need satisfaction on the relation between public self-consciousness and social anxiety. Three hundred and eighty high school girls participated in this study and data was collected through a self-report questionnaire. The results of the structural equational modeling (SEM) are summarized as follows. First, the moderating effect of autonomy need satisfaction on the relation between public self-consciousness and social anxiety was not significant. Second, both the moderating effect of competence need satisfaction and that of relatedness need satisfaction were significant. The negative effect of public self-consciousness on social anxiety was stronger in the low competence need satisfaction group and in the low relatedness need satisfaction group than in the high need satisfaction groups. That is, in the low competence need satisfaction group and in the low relatedness need satisfaction group, the higher the level of public self-consciousness, the higher the level of social anxiety. In contrast, in the high competence need satisfaction group and in the high relatedness need satisfaction group, social anxiety did not increase to the extent of the increase in public self-consciousness. These results imply that whereas autonomy need satisfaction serve as a psychological nutriment for reducing social anxiety without interacting with public self-consciousness, competence need satisfaction and relatedness need satisfaction serve as buffers against the negative effects of public self-consciousness on social anxiety. Finally, practical implications of the results for intervening with high school girls suffering from social anxiety, limitations of this study, and suggestions for further research were discussed.