open access
메뉴The EPOCH Model was developed by Kern et al. (2016) to measure adolescents’ flourish referring to sustainable well-being as a product of their individual strengths and resources. Kern et al. (2016) validated the original EPOCH scale using American and Australian adolescents aged 8-18 years old. This study aimed to validate a Korean translation of the EPOCH scale, a Korean adolescents’ flourish scale, using a sample of Korean adolescents. The participants in the study were 507 middle school and high school students aged 12-18 years old. The data were analyzed using factor analyses, ANOVAs, reliability analyses, and correlational analyses in Jamovi and AMOS. The results indicated that a second-order factor model with 5 factors at the first level and 2 factors at the second level was appropriate for middle school students, while a second-order factor model with 5 factors at the first level and 1 factor at the second level was appropriate for high school students. The reliability of the Korean adolescents’ flourish scale was .90-.95. Male students reported higher flourish levels than female students. Middle school students’ flourish level was higher than that of high school students. Moreover, Korean adolescents’ flourish was positively related to psychological well-being, life satisfaction, and school adjustment and negatively associated with mental health problems.
This study aimed to investigate the mediating effects of the positive and negative meaning appraisal of college-to-work transition and career adaptability on the relationship between intolerance uncertainty and career stress. The survey was conducted on 443 college students. The collected data was analyzed through the SPSS 25.0 program, and the mediating effects were verified using Process Macro and bootstrapping. The results of this study are as follows. First, the indirect effect of negative meaning appraisal of college-to-work transition on the relationship between intolerance uncertainty and career stress was significant. Second, career adaptability had an indirect effect on the relationship between intolerance uncertainty and career stress. Third, there were the multiple mediating effects of positive and negative meaning appraisal of college-to-work transition and career adaptability on the relationship between intolerance uncertainty and career stress. Based on the above findings, implications of this study and suggestions for future research were discussed.
As universities offered online classes to students during Covid-19 pandemic, many college students experienced decreased academic motivation. In this study, we developed motivational interviewing online chat counseling(MIOCC) to improve college students’ academic motivation and their ability to regulate emotions while learning online. We provided three personalized MIOCC sessions according to the students’ motivation and emotion regulation levels. A total of 64 college e-learners participated in the study(mean age=23.23, SD=1.98), 32 MIOCC group and 32 of no-treatment control group. The results showed that MIOCC significantly improved the e-learners’ academic motivation, emotion regulation, and online learning abilities, while the control group did not demonstrate significant changes in these areas. Regarding more specific domains, the counseling group reported increases in their internalized academic motivation, all domains of emotional regulation, and in several domains of e-learning competencies. Our study suggests that MIOCC may be beneficial for college students experiencing difficulties in e-learning circumstances.
This study examines the sequential mediating effects of learning flow and satisfaction in the relationship between college students’ core competencies and college adjustment. Data was collected through an online survey of college students attending Y University in Seoul in the second semester of 2021. Incomplete and otherwise unacceptable response sets were excluded such that responses from 275 students (85 male, 30.9%; 189 female, 68.7%; 1 prefer not to respond, 0.4%) were included in the final analysis. The results showed that learning flow and learning satisfaction sequentially mediated the relationship between core competencies and college adjustment, that learning flow was not correlated with college adjustment, and that learning flow did not mediate the relationship between core competencies and college adjustment. These results provide new insights into the importance of core competencies and the mechanisms between learning flow and learning satisfaction in the remote learning environments, which have important practical implications for developing the interventions to help college students adapt to college life.