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메뉴The goals of this study are to 1) conceptualize meaning in academic work drawing upon the concept of meaning in work (Steger, Dik, & Duffy, 2012) and 2) to validate the Korean version of Academic Work and Meaning Inventory(K-A-WAMI) utilizing the validation framework suggested by the Standards for Educational and Psychological Testing, AERA, APA, & NCME, 2014). Data are obtained from 793 Korean college students (214 from offline universities and 579 from online university). We describe the Standards’ approach for building a validity argument based on five sources of validity evidence: test content, response processes, internal structure, relations to other variables, and testing consequences. Results showed that the content of domains and items were appropriate to measure meaning in academic work, 2) a three-factor model with positive meaning in academic work, meaning making through academic work, and greater good motivation was confirmed by confirmatory factor analysis, and 3) higher levels of meaning in academic work were related to higher levels of academic satisfaction, GPA, life satisfaction, and meaning in life. In addition, 4) all items discriminated a group with high academic meaning from another group with low academic meaning well and 5) all items did not have a bias effect in terms of gender. Therefore, the results of this study supported validity evidence that the final version of K-A-WAMI appropriately and properly measures the construct of meaning in academic work with responses from Korean college students.
The purpose of this study was to test multilevel mediating effect of ego resilience in the relationship among teacher burnout, students' school adjustment and academic burnout. The data were collected from elementary school homeroom teachers (N=840 and their students(N=1,825). To examine the mediating effect of ego resilience, multilevel structural equation modeling was employed. The results indicated that high level of teacher burnout was connected to low level of students' school adjustment and high level of students' academic burnout. In addition, students' ego resilience mediated the path from teacher burnout to students' school adjustment/academic burnout. Practical implications were discussed to enhance students' school adjustment and to reduce students' academic burnout.
The current study examined the relationship between grit and coping and overcoming using autoregressive cross-lagged analyses. Over a thousand adolescents from across the united states rated themselves on grit and coping and overcoming at three different time points (fall of 8th grade, spring and fall of 9th grade). The autoregressive cross-lagged model confirmed that the relation between grit and coping and overcoming was relatively stable over time. Grit predicted future coping and overcoming, but not the other way around. That is, compared to their less gritty peers, grittier students were more likely to cope and overcome hardship in the future, but the coping and overcoming experiences did not increase or decrease students’ grit. These results provide an additional evidence that grit supports students’adjustment.
This study first investigated the relationship among elementary school students' perceived academic stress, self-esteem, and aggression. This study further tested the moderating effect of self-esteem on the relationship between academic stress and aggression. In particular, the moderating effect was tested three times for the three dimensions of aggression (i.e., behavioral aggression, hostility, & anger). A total of 758 (woman 52.1%) 5th to 6th grade elementary school students participated in this study by responding to a questionnaire including measures of academic stress, self-esteem and aggression. The main results of the study were as follows. First, academic stress perceived by the elementary school students showed significant, positive correlations with all of the three dimensions of aggression. Second, the students’ self-esteem was negatively associated with the three aggression dimensions. Third, self-esteem was found to be a significant moderator between academic stress and two dimensions of aggression (hostility & anger), respectively, yet forth, the moderating effect of self-esteem was not significant between academic stress and the behavioral aggression dimension. This study suggests that academic stress can be a risk factor to increase elementary school students’ aggression, and that their level of self-esteem can be a buffer to lower the risk. This study provides implications for educators to develop a program that can reduce elementary school students’ aggression under academic stress by boosting the students’ self-esteem.
The purpose of this study was to examine the impact of universal class-wide positive behavior support (PBS) implementation on student problem behavior and academic performance in a 6th-grade elementary school classroom. Participants were 21 students (11 boys and 10 girls) including a student with attention deficit hyperactivity disorder (ADHD) and a student with depression, and the classroom teacher with 5 years of teaching experience. The study was conducted from March to September 2016, and the classroom outcomes were evaluated employing a reversal design, a type of single case experimental design. Data on problem behavior were collected using a 1-min momentary time sampling procedure, to obtain an estimate of class-wide problem behavior. The overall level of class-wide problem behavior was obtained as the average percentage of intervals with problem behavior per student. Academic performance was determined by measuring the change in the total number of students who performed at low levels on achievement tests. Social validity was assessed with both students and parents. The classroom teacher participated in a group PBS workshop and individual training provided by a PBS support team. During implementation, the classroom teacher developed and taught class-wide expectations and rules, implemented token economies to provide reinforcement at the individual student and classroom levels, and class-wide social skills training. Throughout the study, the teacher collaborated with other school personnel and the students’ parents. The results indicated decreases in both problem behavior and the number of low performing students. The implications, limitations, and future directions of the study are discussed.
This study, based on testimonies of eight students who are attending universities after having dropped out of secondary education, analyzed concept map and through it explored factors that make students drop out of education (risk factors) and factors that motivate them to resume education (promotion factors). 81 risk factors and 58 promotion factors were found. Concept map analysis of the core sentences revealed that risk factors of quitting school could be organized in a two-dimension with “maladaptive relations and controlled environment” and “internal and external factors” on each axis. Risk factors then were classified into four clusters, “conflict with parents, teacher, and school,” “low self-control and sense of alienation due to insufficient support system,” “resistance to existing education and pursuit of excessive autonomy,” and “negative perception of one’s restricted family and social environment.” Promotion factors of resuming education could be organized in a two-dimension with “realistic, practical motivation, coping plan and intrinsic and social support base” and “external and internal resource” on each axis. Promotion factors then were classified into four clusters, “active connection and activities of surrounding resource,” “self-realization of education and educational background,” “effort towards clear goals and plans,” “support and encouragement by parents and surrounding people.” Studying the importance of each cluster, people who quit school chose “resistance to existing education and pursuit of excessive autonomy” as the most significant risk factor and “effort towards clear goals and plans” as the most important promotion factor. Based on these results and responses, this study discusses the risk factors that lead to quitting school and promotion factors of resuming education, as well as the prospect of applying these studies in counseling and limits.