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메뉴The purpose of this study is to verify antecedent variables that positively influence behavioural engagement during school engagement, which is critical to adolescent socialization. The antecedent variable was categorized into the personal characteristics of adolescents who are the main agents of socialization and peer support and teacher support, which can be called social support at school sites. Individual characteristics include strength recognition, strength utilization, and learning goal orientation, and, peer supports include the supports for personality strength and academy, and, teacher supports include the supports for personality strength and perspective change. For this study, a survey was conducted on 539 high school students nationwide, collected data, 33 of them were removed, and 506 data were analyzed. Analysis shows that only learning goal orientation set as a sub-factor of individual characteristics has a static significant effect on behavioral engagement. Finally, based on the findings, we discuss the implications, limitations, and future research tasks of the study.
Intimate friendships and a sense of belonging have positive effects on adolescent’s psychological adaptation. Belongingness orientation is the motivation to belong. It is divided into growth orientation and deficit-reduction orientation, both of which have different effects on psychological adaptation and interpersonal characteristics. This study was conducted to determine how adolescents’ belongingness orientation affected their psychological adaptation and friend networks. Students in their second year of middle school were surveyed both at the beginning and end of the spring semester. Friend networks were measured through network centrality analysis. Multilevel regression analysis produced three major results. The first major result was that the correlations between growth orientation and loneliness and between growth orientation and stress at the beginning of the spring semester was statistically significant even when friend network centrality was included in the analysis model, but the correlation between deficit-reduction orientation and loneliness and between deficit-reduction orientation and stress were not statistically significant. The second major result was that growth orientation significantly predicted friend network centrality at the end of the spring semester. This effect was significant even when friend network centrality at the beginning of the semester and psychological adaptation level at the end of the spring semester were added to the analysis model. The third major result was that the correlation between friend network centrality at the end of the semester and psychological adaptation level was statistically significant even when psychological adaptation levels at the beginning and the end of the semester were included in the analysis model. This study is meaningful in that it had a short-term longitudinal design and empirically demonstrated the relationship between belongingness orientation and psychological adaptation level of adolescents and between belongingness orientation and the development of friend networks. Lastly, we discussed limitations of this study and provided suggestions for future research.
This study examined the mediating effect of cognitive flexibility and active coping on the relationship between elementary school teachers’ adult attachment and their perceptions of teacher-student relationships. Questionnaires were given to 203 elementary school teachers in Gyeonggi-do that contained adult attachment, cognitive flexibility, coping, and teacher-student relationship scales. Collected data was analyzed using SPSS 23.0 and SPSS macros. There were three major results. First, cognitive flexibility fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to positively perceive teacher-student relationships as a result of their cognitive flexibility. Second, active coping did not mediate the relationship between adult attachment and perceptions of teacher-student relationships when the mediating effects of both cognitive flexibility and active coping were considered. This result means that adult attachment indirectly affected active coping via cognitive flexibility. Third, cognitive flexibility and active coping fully mediated the relationship between adult attachment and perceptions of teacher-student relationships. Teachers who had secure adult attachment tended to perceive teacher-student relationships positively as a result of their cognitive flexibility and active coping. This paper presents the implications of these results, limitations of this study, and suggestions for future research.
This study was conducted to determine if the relationships between role identification confusion and burnout and between role identification confusion and job satisfaction are mediated by role conflict and whether job crafting moderates the mediating the relationships between role conflict and burnout and between role conflict and job satisfaction. A total of 150 professional school counselors completed a survey about role identification confusion, role conflict, burnout, job satisfaction, and job crafting. The results of a correlation analysis showed that the relationship between role identification confusion and burnout was statistically significantly positive, the relationship between role identification confusion and job satisfaction was statistically significantly negative, and that role conflict mediated the relationships between role identification confusion and burnout and between role identification confusion and job satisfaction. However, the moderated mediation effect of job crafting in these relationships was not statistically significant. This paper discusses this study’s limitations and suggestions for further research.
This study examined how social withdrawal as an individual factor and discrimination as a contextual factor contributed to depression caused by peer victimization among middle school students. Self-reported data of 1,611 students from 86 classrooms in 7 middle schools was analyzed, using multilevel path analysis. The results indicate that peer victimization had a significant partial mediating effect on the relation between social withdrawal and depression at the individual level. Social withdrawal had a direct positive effect on depression as well as an indirect positive effect on depression via high levels of peer victimization. Discrimination also positively predicted peer victimization at the classroom level. Moreover, classroom-level discrimination moderated the individual-level relations between social withdrawal and peer victimization. The relation between social withdrawal and peer victimization was much stronger as the levels of discrimination in the classroom were higher. These findings shed light on the importance of considering both individual and contextual factors when intervening to prevent peer victimization.
This study was conducted to examine the moderated mediation effect of self-esteem through internet overdependence on the effect of academic stress on depression and anxiety. Surveys were conducted as part of the 13th wave of the Korea Welfare Panel Study. The survey included academic stress, internet overdependence, depression and anxiety, and self-esteem scales. A total of 383 middle school students completed surveys. Data was analyzed using SPSS 21.0 and SPSS PROCESS Macro. There were three major results. First, internet overdependence partially mediation the effect of academic stress on depression and anxiety. Second, self-esteem moderated the relationship between internet overdependence and depression and anxiety. Third, self-esteem also moderated the mediating effect of academic stress on depression and anxiety through internet overdependence. These results indicate that self-esteem is a protective factor against the negative effects of internet overdependence on mental health and of academic stress on depression and anxiety in middle school students. This paper discusses the implications of these results, this study's limitations, and suggestions for future studies.