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메뉴The present study was to classify bullying experience types and examine the effects of school bullying experience on Middle school girls' psychoscial adjustment. A total 226 girls were surveyed at two points - at 1st grade(Time 1) and 3rd grade(Time 2). Measurements included School Bullying Scale, Self-Efficacy, K-YSR, and Peer Relationship Scale. Bullying types were explored using duster analysis on the basis of bullying and victim scores at 1st grade. Cluster-analysis identified four distinct types of bullying experience(C1: high bullying-high victimization, C2: low bullying-low victimization, C3: moderate bullying-moderate victimization, C4: high bullying-moderate victimization). Analysis of variance indicated that C1 and C4 were significantly differentiated by self-efficacy, internalizing and externalizing problems, and peer relationship in cross-sectional analysis. In longitudinal analysis, C1 and C4 were significantly differentiated by externalizing problems, peer adjustment, and daily school community life.
The goals of the present study were (a) to examine the relations of perfectionistic tendency, academic self-efficacy, and test anxiety; (b) to examine whether the association of perfectionism with test anxiety would be mediated by academic self-efficacy. Five hundred ninety-six female high-school students were asked to respond to the multidimensional perfectionism scale, academic self-efficacy scale, and test anxiety scale. Multiple regression and structural equation modeling techniques were employed to test research hypotheses. The results of the study were as follows: First, perfectionism such as doubt about action, concern over mistake and parental criticism were significantly associated with greater test anxiety. Second, perfectionism such as parental criticism, concern over mistake, and doubt about action led to the lower level of academic self-efficacy, whereas personal standard, parental expectation, and organization were positively related to academic self-efficacy. Third, in the sub-scales of academic self-efficacy, only confidence variable was significantly related to less test anxiety. Fourth, the results of regressing perfectionism on both test anxiety and academic self-efficacy showed that perfectionism was significantly associated with greater test anxiety and less academic self-efficacy. Also, higher academic self-efficacy resulted in lower test anxiety. Fifth, this study tested the model in which academic self-efficacy mediated the link between perfectionism and test anxiety. The results indicated that academic self-efficacy partially mediated the link between perfectionism and test anxiety. Potential implications of the present findings were discussed.
This study primarily examined the effect of the emotional experience and express on stress at school. Using a high-school student sample, the study investigated the moderation effect of positive emotional express on the extent to which negative emotional experience increases stress at work. Examining these relationships renders the exploration of theories regarding the discrepancy between experienced emotion and expressed emotion. This study also investigated the moderation effect of emotional intelligence. The results of the study confirmed the hypothesized relationships; Students with higher emotional intelligence perceived less stress from negative emotional experience comparing to students with low emotional intelligence, while students who expressed low level of positive emotion perceived more stress from negative emotional experience. Based on the findings, implications and directions for future research were provided.
The purpose of this study was to translate a measure of self-understanding of interpersonal patterns(SUIP) into Korean and to evaluate the reliability and validity of the SUIP, which Connolly et al(1999) developed. For this purpose, the measure was translated and then administered to a client sample and a student sample. The SUIP consisted of self-understanding score and recognition score. Internal consistency was .62, .67 for recognition score, and .63, .68 for self-understanding score. Test-retest reliability was .62 for recognition score and .47 for self-understanding score. The measure demonstrated discriminant validity with SQ-90-R, Korean Inventory of Interpersonal Problems(KIIP-C), Self-concept inventory. And the self-understanding score of SUIP also demonstrated convergent validity with reflectiveness scale and openness to feelings and ideas scale. In addition the theoretical implications and practical use of the SUIP is discussed.
This study was conducted. to test the adequacy of fit of the one-factor and two-factor models of optimism and pessimism, defined as positive and negative outcome expectancies. We also examined the differential patterns of correlations between separate optimism and pessimism measures and several criterion variables such as psychological well-being(i.e., self-esteem, depression, anxiety, positive affect, negative affect), career attitude maturity, and coping(i.e., positive reframing, seeking social support, focusing on problem-solving, tension reduction, wishful thinking, denial). Exploratory factor analysis supported the existence of two factors, optimism and pessimism. Confirmatory factor analysis yielded the results that the two-factor model of optimism and pessimism as related constructs fits the data best. There was a moderate degree of negative correlation between optimism and pessimism. Zero-order correlations showed that those with higher optimism reported the higher levels of wishful thinking and independence in career decision, which were not significantly correlated with the level of pessimism. Those with higher pessimism reported the higher levels of tension reduction and denial and the lower levels of career goal-directedness, which were not significantly correlated with the level of optimism. However, those with higher optimism reported the higher levels of self-esteem, positive affect, career decisiveness, career preparedness, career confidence, positive reframing, social support, and problem-solving focused coping, which were negatively correlated with pessimism. Those with higher pessimism demonstrated the higher levels of depression, anxiety, and negative affect, which were negatively correlated with optimism. Further, partial correlations between optimism and criterion variables after controlling for pessimism, and partial correlations between pessimism and criterion variables after controlling for optimism remained significant. The results of this study provide support for the idea that optimism and pessimism are differentiable, bur somehow related, constructs. Implications of the present findings for future research on optimism and interventions for adolescents experiencing psychological distress and career-related problems were discussed.
This study examined the effect of warmth, gregariousness, and positive emotion of extraversion's subvariables on adjustment to college. A survey was conducted on 130 college students with questions on adjustment to college, extraversion, and social support. The results revealed that warmth, gregariousness, positive emotion, and social support significantly correlated with adjustment to college. However, when social support was mediated only warmth and positive emotion predicted adjustment to college. The results of this study are significant for discovering that warmth and positive emotion among many characteristics of extraversion affect adjustment to college, and for the mediating effect of social support. The implication of the results and suggestions for further research are discussed.