open access
메뉴This study was conducted to identify the pathways leading to post-traumatic growth in post-traumatic stress-suffering high-risk university students. A research model that supplemented the model developed by Calhoun and Tedeschi (2006) was used in this study. The participants were 357 university students who had a traumatic experience. Stress-growth model verification showed that the paths from invasive rumination to intentional rumination to post-traumatic growth; from invasive rumination to an emotional approach coping to post-traumatic growth; and from invasive rumination to an emotional approach coping to intentional rumination to post-traumatic growth were significant. These results indicate that post-traumatic stress is the driving force for post-traumatic growth, past psychological pain drives present growth, and present psychological pain can drive future growth. Collectively, today’s university no longer think of stress as a negative concept, but rather, it is expected to be conceptualized and understood as a driving force that promotes growth.
This study was conducted to identify latent groups in burnout among elementary school teachers, examine the transition patterns of latent groups before and after COVID-19, and determine how job demands, namely workload, time pressure, role ambiguity, and role conflict, affected the classification and transition of latent groups. Latent profile analysis and latent transition analysis were conducted using the data from 250 elementary school teachers in Seoul, Incheon, and Gyeonggi. There were four major results. The first result was that teacher burnout was classified as either the under-challenged type, the moderate burn-out type, or the emotional exhausted type. The second result was that role conflict and role ambiguity affected latent group classification before COVID-19 while workload, role conflict, and role ambiguity affected it after COVID-19. The third result was that those in the under-challenged type group before COVID-19 stayed in the same group or moved to the moderate burn-out type group after COVID-19. Those in the moderate burn-out type group before COVID-19 stayed in the same group or moved to the emotional exhausted group after COVID-19. Those in the emotional exhausted group remained in the same latent group after COVID-19. The fourth result was that workload and role ambiguity predicted the transition between latent groups before and after COVID-19. This paper discusses the implications of these results.
This study examined how calling mediated the relationship between interpersonal problems and learning flow. Data was collected by surveying 312 high school students and analyzed using SPSS 25.0 and SPSS Macro 3.5. The results of this study are as follows. The first result was that interpersonal problems, calling, and learning flow were statistically significantly correlated. Interpersonal problems were negatively correlated with calling and learning flow while calling and learning flow were positively correlated. The second result was that calling mediated the relationship between interpersonal problems and learning flow. Learning flow was directly affected by interpersonal relationships and was indirectly affected by them through calling. This paper presents the implications of these findings and the limitations of this study.
The present study integrated qualitative studies on the college maladjustment of Chinese international students in South Korea using a qualitative meta-summary. Existing qualitative studies explored the difficulties that Chinese international students encounter in-depth, but it was difficult to integrate their findings because they used different methods or studied different themes. Thus, this study used a qualitative meta-summary to identify more common and general themes emerging from the existing literature. A total of 15 studies were identified in academic database. Analysis yielded 603 statements and 39 abstracted statements. The difficulties that Chinese international students faced were categorized as language stressors, educational stressors, sociocultural stressors, discrimination, and practical stressors. The most frequent abstracted statements were discrimination, language differences, and interpersonal problems caused by psychological distance. The discussion compared Korea’s socio-cultural characteristics reflected on the findings with those of the United States. The implications for future research and the suggestions for the changes of university communities were discussed.
This study was conducted to determine the elements that would increase the effectiveness of a group counseling program for improving the positive psychological capital of middle and high school soccer players. To this end, a group counseling program for increasing participants’ positive psychological capital was developed based on Luthans’ (2002) positive psychological capital theory. The program was developed through a systematic development process that included four stages: goal-setting, program composition, preliminary research, and program implementation and improvement. Based on the results of a needs survey given to 80 players on the youth soccer team belonging to the Ulsan professional soccer team and previous research, the program was composed of eighth session. The validity of the program’s content was verified by experts after which it was corrected and supplemented. This study’s participants were 10 second-year middle school students and 9 second-year high school students on the youth football team belonging to the Ulsan professional soccer team. The middle school and high school students participated in a group counseling program for improving their positive psychological capital separately. The program was conducted twice per week for a total of 8 sessions. A pretest-posttest design was used for each measurement tool and the results were analyzed using paired sample t-tests. The results showed that there was a significant increase in the positive psychological capital; performance strategies, as measured by participants’ psychological skills; and subjective happiness in both groups. In particular, in the case of positive psychological capital, a significant improvement was confirmed in both groups in the subfactor, and in the subfactor of test of performance stratagies(psychological skills), a significant effect was found in all high school soccer players group. This paper discusses this study’s significance, its limitations, and suggestions for follow-up research.