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메뉴This study examined the effect of fear of missing out on relationship satisfaction among college students from the perspective of SNS addiction tendency. To this end, a multimodal model was established to examine the relationship between fear of missing out and relationship satisfaction and whether it is mediated by social anxiety, SNS addiction tendency, and phubbing. The fit of the model and the relevance of the variables were examined, and finally, the significance of the mediating effect was verified. The participants were 218 college students. Structural equation analysis was conducting to verify the research model. Analysis results showed that the mediation model adequately explained the data. In terms of the relationships between the variables, fear of missing out had a positive effect on social anxiety, SNS addiction tendency, and phubbing and a negative effect on relationship satisfaction. Social anxiety had a positive effect on SNS addiction tendency and a negative effect on relationship satisfaction. Social media addiction tendency had a positive effect on phubbing. Phubbing had a negative effect on relationship satisfaction. Finally, social anxiety, SNS addiction tendency, and phubbing significantly mediated the relationship between fear of missing out and relationship satisfaction. The significance of this study is that it confirms the mediating effect of phubbing on the relationship between fear of missing out and relationship satisfaction, thus indicating that phubbing is a mediator of lower interpersonal satisfaction.
Adolescents who had experienced self-harm and suicidal behaviors were surveyed to identify factors that reduced self-harm. A list of protective factors categorized biopsychosocially was presented to 37 participants. Participants were asked to rate the importance of each factor and to suggest additional protective factors through three surveys. The results showed that 7 psychological and 15 social factors were protective. Of the psychological factors, three were related to positive attitudes toward life, two were related to positive self-perception, and two were related to coping ability. Of the social factors, six were related to family, four were related to peers, and five were related to other supportive people. The identified factors reflect adolescents’ desire for support in alleviating problems that drive them to self-harm. These factors can be used to establish intervention goals in counseling and school setting.
This study identified the ‘service gap’ in high school counseling and examined factors that influence intention to seek help from Wee class school counselors. The analyzed factors were individual, namely psychological distress, counseling usefulness expectations, and self-concealment, and environmental, namely student-teacher attachment, social stigma, and Wee class setting. A total of 891 students at 3 high schools in Seoul responded to a psychological distress scale to identify the types of major difficulties they faced. Their intentions to seek help for reported psychological difficulties were also identified, and the results provided empirical evidence regarding gaps in high school counseling services. In addition, individual-environmental factors and intention to seek help from Wee class school counselors significantly varied by counseling experience and gender. These results indicate that a new operation and promotion strategy is needed for the Wee class of the current high school. Psychological distress had the greatest effect on the intention to seek school counseling followed in order of decreasing influence by social stigma and counseling usefulness expectations. Subsequently, student-teacher attachment and Wee class setting had the same effects. Based on the main research results, implications for enhancing high school students’ intention to seek help from Wee class school counselors and revitalizing school counseling were discussed.
This study aimed to examine the effects of narcissism and identity on the perceptions of school violence. The participants were 300 high school students who read one of the scenarios that described a situation of clear school violence or a situation of ambiguous distinction between violence and prank, and answered the questions that measured their perceptions of school violence. The results showed a significant three-way interaction among narcissism, identity, and the clarity of school violence. Specifically, in the situation of ambiguous distinction between violence and prank, people with high levels of lack of identity and disturbed identity, which are negative aspects of identity development, were more tolerant of school violence as their narcissism increased. Using situations likely to occur in the school context, this study confirmed that identity, which is a major developmental task of adolescence, interacts with narcissism to influence the tolerance of school violence perceptions in the school context. Particularly, it is significant that we confirmed negative aspects of identity development, rather than positive ones, are more important factors in tolerant perceptions of school violence.