This study, undertaken with highschool students (N = 99), draws upon the theoretical framework of deliberate practice (Ericsson, Krampe & Tesch-Romer, 1993), and grit (defied as perseverances and passion for long-term goals; Duckworth, Peterson, Matthews, & Kelly, 2007) in order to identify strong predictors of academic achievement using analysis of diary reports and questionnaires. This study aims to investigate the effect of innate traits (IQ, Big five personality characteristics) with acquired efforts (deliberate practice, grit) on academic grades. The results showed that acquired efforts were still significant indicators of academic achievement when innate traits were controlled. In particular, grit was associated with higher academic grades and this relation was moderated by deliberate practice (hours of study personally). These findings support the results of expertise studies that outstanding performance entails not only innate talent but also focused practice and effort over time.
One report showed that over 50% of adolescents in Korea report having a romantic relationship at any given time. Although having a date is popular now among teenagers, there's no sufficient education service about how to maintain and enhance dating relationships for adolescent so far. Based on these notions, this article presents Harvey and Omarzu(1997)'s Minding Theory, concentrated on maintaining relationships. Minding process has five components: knowing one's partner, relationship-enhancing attribution, acceptance and respect, reciprocity, and continuity. We compared the theory of minding with several other concepts “self-expansion, self-verification, empathic accuracy, equity, social penetration theory, and attachment” well known for contributing to achieve satisfaction in close relationship for better understanding of minding. We also suggested some researches of whethere minding is observale and positively influential in couples, and evidence of minding theory. A few limitations of this study as well as possibilities and implications in youth counseling were discussed.
This study examined the psychometric properties of Parental Career-related Behaviors (Dietrich & Kracke, 2009) in Korean adolescents. The participants were 542 students in middle school and high school. Confirmatory factor analyses, reliability tests, and a multi-group invariance test by gender were conducted. In addition, criterion-related validity was investigated by analyzing the correlation with the Parent Career Behavior Checklist, Inventory of Parent and Peer Attachment, and Career Maturity Scale. The results supported the 3-factor structure of support, interference, and lack of engagement proposed by the original measure. Internal consistency also indicated that it was a reliable instrument. A multi-group invariance by gender was satisfied, and a latent mean analysis showed that male adolescents perceived grater interference than female adolescents. Correlation with other parent-related measures indicated that Korean Parental Career-related Behaviors reflected parents’ intervening behaviors targeting adolescents’ career development and measured dimensions that would be differentiated from other instruments. Career maturity was positively related to support and negatively to lack of engagement. The relationship between career maturity and interference was insignificant.
This study examined the relations between the clusters of adolescents' (N = 508) internet use and psychological adjustment indices including their mental health, self-efficacy, and self-regulated learning capacity. The participants included 239 middle school students and 269 high school students from Seoul and Gyeonggi-do. First, the general patterns of adolescents' internet use was summarized through an exploratory factor analysis, and the extracted factors were subject to a subsequent cluster analysis to explore natural groupings of adolescents in terms of their internet use. Four clusters were identified and named based on their characteristics. Significant differences were found among the four clusters extracted in terms of their scores on indices of mental health, self-efficacy and self-regulated learning ability. The results can help establish the directions for counseling or education programs tailored to the characteristics of each cluster.
This study suggested autonomy as psychological factor which moderates the relationship between academic stress and aggressive inclination. A total of 369 male sophomore and junior students in secondary school in Seoul and Chungcheong-Do were examined about academic stress, belief supporting aggression, general life autonomy, behavioral autonomy from parents and emotional autonomy from parents. After examining the relationship between each factors through multiple regression, the increase in aggressive inclination caused by high academic stress was moderated by general life autonomy. In other words, students in high general life autonomy could control their rise of aggressive inclination resulting from high academic stress. However, behavioral autonomy from parents and emotional autonomy from parents had different effects on the relationship. That is, behavioral autonomy from parents reduced the aggressive inclination in low academic stress while there were no reducing effects in high academic stress. In contrast, emotional autonomy did not moderate the relationship between academic stress and aggressive inclination. This study will help the adolescents learn autonomy using appropriate autonomy-increase-method which would improve the adolescents’ general adjustment in school and counseling field by clarifying the concrete configuration of the adolescent’s autonomy in the early autonomy-developing period.
The aim of present study was to investigate the moderating effects of emotional regulation in the relationships between the negative emotions including envy, jealousy, and anger and relational aggression among female middle school students. The subjects were 546 girls who belong to the only girls classes from 3 middle schools. All data was measured on Objects of Envy, FJQ(Friendship Jealousy Questionnaire), STAXI-K(State-Trait Anger Expression Inventory-Korean Version), Relational Aggression scale and Emotional regulation scale. The findings of this study were as follows. First, girl's envy, jealousy, and anger had positive relations with relational aggression in peer relationship. Second, individuals who over-regulated their jealousy were more likely to behave relational aggression in peer relationship at high jealous condition. However, individuals who over-regulated their anger were more decreased relational aggression at high anger condition.