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메뉴The present study examined the mediating role of identity development in the relation between parenting attitudes and adolescents' mental health. We examined the positive and negative aspects of parenting attitudes, identity development, and mental health to understand the mechanism by which parenting attitudes affect mental health through identity development. To do so, we recruited 218 high school seniors to complete an online survey about perceived parenting attitudes, mental health, and identity development. Zero-order correlation analyses revealed that positive parenting attitudes, characterized by warmth, support for autonomy, and structure, were positively associated with well-being and negatively associated with maladjustment, while negative parenting attitudes, characterized by rejection, coercion, and chaos, had the opposite associations. Furthermore, positive parenting attitudes were positively associated with consolidated identity and negatively associated with disturbed identity and lack of identity, while negative parenting attitudes had the opposite associations. Mediation analyses revealed that autonomy support and structure were associated with higher mental well-being and lower maladjustment via consolidated identity, while rejection and chaos were associated with lower well-being and higher maladjustment via lack of identity. In addition, rejection and chaos were associated with higher maladjustment via disturbed identity. By identifying how parenting attitudes affect adolescent identity development and mental health, this study contributes to a deeper understanding of the complex relationship between parenting attitudes, identity development, and mental health. Given the developmental characteristics of adolescence, such as an increased need for autonomy, and the developmental task of identity formation, this study's findings suggest that positive parenting attitudes that support autonomy and provide structure may lead adolescents to develop their own identity and improve their mental health.
This study identified latent classes of internalizing and externalizing co-development problems and differences in delinquency and the time-varying effects of strain by class. For this purpose, we analyzed panel data of the middle school student cohort from the 2018 Korean Children and Youth Panel Survey. We classified heterogeneous latent co-development types using the latent class growth model, tested the differences in delinquency using the three-step approach, and identified the effects of time-varying covariates by iterative model comparison using the likelihood ration test. The main results of this study are as follows. First, four latent internalizing and externalizing co-development problem classes were identified: low-maintaining, decreasing, increasing, and high-maintaining. Second, some of the differences in delinquency between latent classes were statistically significant. Third, the effects of peer and parental strains varied partly by time and latent class. These results show that urgent clinical intervention is needed for adolescents vulnerable to problems, general strain theory is applicable, and vulnerability to strains in terms of time-varying and person-centered perspectives.
The relationship between economic constraints and work-related variables has been extensively studied by those in the field of psychology of working theory. However, the emotional impacts of these economic constraints remain underexplored. We addressed this gap by using a psychology of working theory with decent education and self-determination theory to investigate the serial mediation effects of the fear of missing out and work volition on the effect of economic constraints on career preparation behaviors of South Korean undergraduate students. We collected data from 400 university students in South Korea and employed structural equation modeling with bootstrapping to validate these effects. The results revealed that the fear of missing out and work volition sequentially mediated the influence of economic constraints on career preparation behaviors, suggesting that emotions triggered by economic barriers affect autonomy and, ultimately, career preparation. The indirect effect of economic constraints on career preparation behaviors through work volition was also significant. Overall, we discuss the implications of these findings and provide suggestions for future research.