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메뉴This study examined whether elementary school teachers’ self-concealment and post-event rumination had a sequential mediating effect on the relationship between their fear of students’ parents’ negative attitudes and their social interaction anxiety. An online questionnaire was distributed to elementary school teachers living in metropolitan areas and 400 responses were received. The relationship between the variables was determined through correlation analysis and the research model’s goodness of fit was tested using structural equation modeling. There were four main results. First, there were statistically significant positive correlations between fear of negative evaluation, self-concealment, post-event rumination, and social interaction anxiety. Second, self-concealment had a statistically significant mediating effect on the relationship between fear of negative evaluation and social interaction anxiety. Third, post-event rumination also had a mediating effect on this relationship. Fourth, self-concealment and post-event rumination also had a statistically significant sequential mediating effect on this relationship. In conclusion, this study’s results show the need for an intervention that addresses elementary school teachers’ self-concealment and post-event rumination when they experience anxiety about students’ parents’ negative evaluations.
This study had two purposes. The first purpose was to identify the reasons why college students who already changed majors wanted to do so again. The second purpose was to understand the process of changing majors among college students who had already changed majors once. In this study, qualitative data was collected from 33 college students who changed majors one time. Among them, 11 students were interested in changing majors again while the remaining 22 were not. The Consensual Qualitative Research-Modified method was used to analyze the data. There were three major findings. The first finding was that students who intended to change majors again did so to find new opportunities for their futures and out of dissatisfaction with their second major. The second finding was that students who intended to change majors again had initially changed majors due to difficulties and discomforts that they had with their first major. However, this avoidance motivation was not observed in students who were not interested in changing majors again. The third result was that students who did not intend to change majors again searched more for career-related information while changing their majors initially than those who did. This paper presents these results’ implications for college students, career counselors, and college administrators.