The purpose of this study was to investigate the mediating effects of self-efficacy in the relationships between adolescent's traumatic experience and social anxiety. The subjects were 673 students(meal 323 students, female 350 students) who belong to the middle schools and the first and second grade of high schools in Seoul and Gyeong-gi Province. The adolescent assessed by Korea social anxiety scale for adolescent(SAS-A), Social phobia and anxiety inventory for children(SPAI-C)， Traumatic experience scale and Self-Efficacy Scale(SES). The results of this study were as follows: First, the positive correlations between performance, interpersonal traumatic experience and performance, interpersonal anxiety were significant. Performance, interpersonal traumatic experience and general and social Self-efficacy showed low but negative correlations. General， social Self-efficacy and performance and interpersonal anxiety showed negative correlations. Second, performance, interpersonal traumatic experience and general， social self-efficacy had an effects on the performance and the interpersonal anxiety directly. Third, general and social self-efficacy mediated in the relationships between adolescent's performance, interpersonal traumatic experience and performance, interpersonal anxiety. As a result， this study showed that traumatic experience had an effects on the social anxiety directly， and these could influence social anxiety mediating by self-efficacy. It was developed performance and interpersonal anxiety in case of experiencing traumatic experience. So it was confirmed the importance of self-efficacy in adolescent's social anxiety.
The purpose of this study was to explore the moderating effects of perceived thought control on the relationship between rumination and depression. 417 undergraduate students enrolled in introductory psychology courses participated in this study. They were asked to complete the questionnaire about ruminative response style, thought control ability, and depression. The data were analyzed using hierarchical multiple regression. The results reveal ed that rumination and perceived thought control ability independently affected depression symptoms. In addition, perceived thought control ability significantly moderated the relationship between rumination and depression. Based on the results， the implications and the limitations of this study were discussed.
This study was aimed at developing a self-regulation program for youth, appling the program to youth, and verifying its effects. The first step for the program development was based on the previous studies and clinical experimental data. The program was designed for the self-regulation program mastering, motivation for the program, goal setting, time management, ego search, stimulus-control, emotion search, communication, and mutual understanding. The participants were， tested once a week in 8 weeks and the tests were completed. At the second step, the self-regulation program for youth was administered to the therapy group of 23 college students, and the therapy group's self-regulation， self-efficacy, stress, and self-esteem were evaluated before and after the test. The test results of the therapy group were compared with those of control group(23 college students). The before-and-after- treatment differences in self-regulation， self-efficacy, stress ，and self-esteem between the two groups were verified. According to the above-mentioned tests ， the therapy group showed the statistically significant increases in self-regulation, self-efficacy, and self-esteem. However, the two groups showed no statistically significant differences in the stress. This study showed that the self-regulation program for youth was useful in increasing the levels of self-regulation and self-efficacy, self-esteem. And when the self-regulation program for youth is properly administered， the youth problems that were caused by the weakened self-regulation could be effectively decreased.
This study examined the systematic relationship between academic self-efficacy and academic achievement using the data of Korea Education Longitudinal Study(KELS). Autoregressive Cross-Lagged Model(ARCL) and Multigroup comparison were performed to measure the longitudinal relationship between two constructs as well as gender differences during middle school year. Results show that, contrary to previous findings, our study noticed a predominance of academic achievement on academic self-efficacy. Also, no gender differences were found in the relationship between two constructs during the studied period.
Although career-related stress has been highly ranked among various stressful events that college students experience，limited numbers of empirical research investigated career-related stress and career decision-making. The current study attempted to explore the mediating effects of coping between career-related stress and career decision making. Three hundred and seventy three college students participated in this study. The results from hierarchical multiple regression indicated that problem-focused coping and avoidance-focused coping partially mediated the link of career-related stress and career decision-making. However, career-related stress was found to be a strong predictor of career decision-making despite the mediating effects of coping. Discussion focused on intervention strategies in career counseling for college students considering the levels of career-related， stress and main coping strategies that college students employ.
This study examined the effects of job stressor on job satisfaction and burnout. We also investigated the mediating effect of burnout on the relationship between job stressor and job satisfaction. The participants of the study were 270 professional school counselors from middle, high school and educational office. Correlations, a multiple regression and hierarchical multiple regression analyses were conducted to analyze the data. The result of the study can be summarized as follows. First, role conflict, role ambiguity, the relationship with school administrator and colleagues were significantly negative on job satisfaction. Second， role overload and relationship with students(clients) had significant effect on burnout. Finally, burnout partially mediated between each subordinate factor of various job stress such as role conflict, role ambiguity, relationship with colleagues and job satisfaction. Also, burnout completely mediated between subordinate factor of job stress such as role overload and relationship with students(clients) and job satisfaction. We designed this study to provide some help in understanding the relationship between job stress, job satisfaction, and burnout for professional school counselor. In addition, this study contributes to the research on decreasing professional school counselors' job stressors and burnout to increase job satisfaction.