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메뉴The purpose of this study is to verify the variables that mediate the elementary school children's stress and internalizing problems and find out the mediating pathways of theses variables. For these purposes the correlations between cognitive variables, social support, and coping strategy variables which is known to moderate or mediate between stress and internalizing problems were computed and stepwise multiple regression analysis were conducted. Several structural equation model based on the results of correlation analysis and stepwise multiple regression analysis were hypothesized and tested. The 5th, 6th grade of elementary school children completed questionnaire of stress, attribution style, perceived self-competency, cognitive error, and behavior problems. 548 students were included in the analysis. Results of stepwise multiple regression analysis on stress, cognitive error, and passive coping explained 49.5% variance of internalizing problems. Based on this result, models that assume cognitive variable and passive coping as the mediating variables were hypothesized and the indices for evaluating the fit of structural equation models were compared. In results, negative cognitive variable and passive coping were the partial mediator in the relation between stress and internalizing problems and the stress children experience decreases cognitive error and the level of perceived competency. These results suggest when child complains internalizing problems such as, depression, anxiety, fear, somatic symptom, negative cognitive variable and coping strategy should be explored and educative actions that remedy the negative cognitive variable and coping strategy are needed.
This study was conducted to investigate psychological characteristics such as stress, self-efficacy, self-esteem, and morality of middle school students who show a high level of conformity. A survey containing questions about conformity, stress, self-efficacy, self-esteem, and morality was administered to a sample of 204 middle school students in Seoul and Gyung-gi Province area. The results showed that morality and academic stress were strong predictors of conformity in group bullying among middle school students. On the contrary, no significant difference was shown on self-efficacy and self-esteem. Based on the results, a further study should be investigated with a focus on stress and morality of the students who are more likely to conform with bullies since little relationship was found on self-characteristics. Considering the importance of conformity in group bullying, the needs for a future study are suggested.
This study was conducted in order to investigate the relationship among high school students' perceived family communication, their rational career decision-making and career decision-making self-efficacy. A relational model was verified by setting high school students' perceived family communication as a predictor, their career decision-making self-efficacy as a criterion variable, and their rational career decision-making as a mediator. The subject were 709 high school students from two general high schools(N=410) and three industrial high schools(N=299) located in Gwang-ju city and Jeonnam Province. The results of the research are as follows. First, it was found that general high school students' scores in perceived family communication, rational career decision-making and career decision-making self-efficacy were significantly higher than industrial high school students' scores. In perceived family communication, the general high school students showed significantly higher scores than industrial highschool students in 5 subscales such as respect, genuineness, confrontation, self-disclosure, and understanding and concreteness. In career decision-making self-efficacy, general high school students earned significantly higher scores than industrial high school students in two subscales such as information gathering and planning, but not in self-evaluation, goal selection and problem solving. Second, in both groups, their perceived family communication affected positively on their rational career decision-making and career decision-making self-efficacy. However, their rational career decision-making had a partial role as a mediator. Third, perceived family communication affected positively on their rational career decision-making and career decision-making self-efficacy in the group of general high school students, but not in the group of industrial high school students. In the latter, only rational career decision-making affected positively on their career decision-making self-efficacy. Based on the results, some suggestions were made for future research.
The purpose of this study is three-fold. First, this study was conducted to review the characteristics of school psychology with reference to the models of school counseling, school social work, and school-based mental health services. Second, the purpose of this study was to survey the current status of school counseling. Third, it was to examine teachers' perceptions of the necessity for school psychological services. Paper-pencil questionnaires were administered to 250 junior and senior high school teachers in Seoul, Gwangju, Kyonggi-Do, and Chollanam-Do. Teachers were asked who was in charge of counseling each of the 9 student problems (i.e., learning/school maladjustment, interpersonal relations, delinquency, family, career, sex, mental health, life habits, personality) in their school, and how frequently they provided 10 school counseling services(5 direct, 5 indirect). In addition, they were asked whether each of the 17 school psychological services in the 4 domains (i.e., assesment, intervention/prevention, consultation, program development/research) would be necessary for students' adjustment and healthy development. The data were analyzed by frequency analyses and t-tests. The results showed that, in more than 70% of the participating schools, classroom teachers are in charge of all of the 9 student problems, and that, despite teachers' need, school-community links are insufficient. Individual counseling, group guidance, and consultation with parents on an individual basis were found to be teachers' major counseling activities. Teachers considered all of the 17 school psychological services to be necessary. In particular, the level of perceived necessity for interventions with delinquency, career problems, emotional problems and school maladjustment problems and for prevention services was higher than that of other school psychological services. In conclusion, the necessity of establishing the professional identity of school psychology and clarifying the roles of school psychologists in Korea was discussed with reference to service delivery models in school counseling, school social work, and school-based mental health services.
The present study was conducted to examine the effects of social skills training program on the social skills, anxiety, depression and self-esteem of shy children. For this purpose, the social skills training program developed by LeCory and modified by the present investigator was used. Participants of this study were 13 elementary school students attending 'I' elementary school located in Daegu. These children were selected among 128 children who obtained above 43 points on the RCBS scale. Their grade ranged from 5th to 6th. Participants were randomly assigned to one of the two conditions: social skills training group condition and control group condition. The program was administered by the present investigator twice a week for four weeks. The length of each session was 60 minutes. For effective administration of the program, leader's manual and children's workbook were developed. To examine the effects of the program, participants were asked to composed the questionnaire before, after, and 2 months after the program. The questionnaire was composed of 4 scale measuring social skills, anxiety, depression and self-esteem. The effects of the program were analyzed by paired t-test and ANCOVA. Results showed that the social skills training program had significant effects on social skills, anxiety, depression and self-esteem of shy children, and that the effects were maintained upto 2 month after the program.