The purpose of this study was to verity the mediating effects of shame and maladaptive cognitive emotion regulation on the relation between evaluative concerns perfectionism and academic procrastination. Participants included 480 university students of Daegu and Gyeongbuk who completed self-report. The collected data were analyzed using SPSS 22.0 and SPSS Macro. The finding were as follows. First, evaluative perfectionism had positive effect on academic procrastination, shame and maladaptive cognitive emotion regulation. Second, shame had a mediating effect on evaluative concerns perfectionism and academic procrastination. Third, maladaptive cognitive emotion regulation had a mediating effect on evaluative concerns perfectionism and academic procrastination. Finally, shame and maladaptive cognitive emotion regulation had double mediating effect between evaluative perfectionism and academic procrastination. Based on these results, the clinical implications and limitations of present study, and suggestions for future research are discussed.
This research investigated whether youth’s social goals moderate friend selection and influence processes on aggressive behavior during early adolescence. Two waves of data on youth’s friendship, aggressive behavior, and social goals were retrieved with fifth and sixth graders from 26 classrooms (N=736, 52% girls at wave1, N=677, 52% girls at wave 2). Longitudinal Social network analyses, conducted with stochastic actor-based models, indicated that friends were similar to each other in aggressive behavior and that this similarity was due to both friend selection and influence effects. Youth’s social dominance goals moderated friend selection based on aggressive behavior; Youth who strive for social dominance were more likely to select highly aggressive peers as friends, and became more aggressive over time. The current study underscores the importance of youth’s social goals in friendship dynamics around aggressive behavior in the classroom.
The purpose of this study was to investigate the effects of the strengths coaching programs on life satisfaction. Two strengths coaching programs were developed: one was the strength recognition program and the other was strength recognition and utilization program. The experimental group 1 consisted of strength recognition group and the experimental group 2 consisted of strength recognition and utilization group. The main results of this study are summarized as follows. First, the strength coaching programs had positive effects on the adolescents’ life satisfaction. Second, although the strength recognition program improved the life satisfaction, it was found that the strength recognition and utilization program had more positive effects on life satisfaction than the strength recognition only group. In this study, two strength coaching programs were conducted to examine the effects of the coaching program on the satisfaction of the youth with scientific methods. By directly comparing the effects of the strength recognition group, the strength recognition and utilization group, and the control group, it could be academically implied that strengths recognition as well as strength utilization had differential effects on life satisfaction. Finally, implications, future research, and limitations on the study were discussed.
The purpose of this study was to examine the relation between mother’s self-differentiation and child’s friendship quality, mediated by child’s self-differentiation and mother-child relationships. Participants were recruited from 48 elementary schools in G city, and the fifth and sixth grade students and their mother were asked to participate in a survey. Students completed the questionnaires on child’s self-differentiation, mother-child relationships, and friendship quality. Mothers completed the questionnaire on mother’s self-differentiation. Data from 490 pairs were analyzed using correlation analyses and structural equation modeling. The results of the current study were as follows; First, the relation between mother’s self-differentiation and child’s friendship quality was mediated by child’s self-differentiation. In addition, the relation between mother’s self-differentiation and child’s friendship quality was serially mediated by child’s self-differentiation and mother-child relationships. Therefore, developing various programs to improve mother’s self-differentiation, child’s self-differentiation, and mother-child relationships may help students to build good relationships with their peers.
The purpose of this study is to examine the relationship between gratitude and altruistic behavior and mediating effect of social connectedness and social responsibility. For this purpose, questionnaires survey was conducted on 386 college students using Korean version of the Gratitude Questionnaire(K-GQ-6), Altruistic behavior scale, The Social Connectedness and the Social Assurance Scale, and Social Responsibility subscale in Character Strengths Test(CST). Collected data were analyzed by using a structural equation model. The result of this study were as follows. First, the finding in a correlation analysis indicated that gratitude, social connectedness, social responsibility, altruistic behavior were positively correlated. Second, Social connectedness showed partial mediating effect in relation between gratitude and altruistic behavior. Third, Social connectedness and Social responsibility showed partial sequential mediating effect in relation between gratitude and altruistic behavior. In conclusion, implications for counseling, limitations of the study and suggestions for future research were discuss.
The purpose of this study was to summarize the empirical literature on implementation of positive behavior support (PBS) within a multi-tiered system of supports in American and Korean schools and to compare its key features and outcomes in an attempt to suggest future directions for development of a Korean school-wide PBS model and implementation manuals as well as directions for future research. Twenty-four American articles and 11 Korean articles (total 35 articles) that reported the outcomes of implementation of PBS at a tier 1 and/or tier 2, or tier 3 level and that met established inclusion criteria were analyzed using systematic procedures. Comparisons were made in the areas of key features and outcomes of PBS in addition to general methodology (e.g., participants, design, implementation duration, dependent measures) at each tier of PBS. The results indicated that positive outcomes for student behavior and other areas were reported across tiers in all American and Korean studies. At the tier 1 level, teaching expectations and rules were the primary focus of PBS in American and Korean schools. However, Korean schools focused on modifying the school and classroom environments and teaching social skills whereas American schools focused on teacher training on standardized interventions or curricular by experts and teacher support during implementation of PBS. At the tier 2 level, more American studies reported implementation of tier 2 interventions within school-wide PBS, and Check/In Check/Out (CICO) was found to be the most commonly used tier 2 intervention. The results also indicated that in comparison to Korean schools, American schools were more likely to use systematic screening tools or procedures to identify students who need tier 2 interventions and more likely to promote parental involvement with implementing interventions. At the tier 3 level, more Korean studies reported the outcomes of individualized interventions, but more American studies reported that designing individualized intervention plans based on comprehensive functional behavior assessment results and establishment of systematic screening systems were focused when implementing individualized interventions. Furthermore, few Korean studies reported the assessment of procedural integrity, social validity, and contextual fit in implementing PBS across tiers, indicating the need for development of valid instruments that could be used in assessing these areas. Based on these results, limitations of the study and suggestions for future research are discussed.
The purpose of this study was to understand the relationship between parents’ child-rearing attitudes and career calling of undergraduate students. Specifically, the study investigated the effects of parents’ autonomous and controlling child-rearing attitudes on college student’s career calling, and a mediating role of student’s career decision-making self-efficacy on the relationships. This study also tested the moderation effect of parents’ self-transcendent value orientation on the relationships between child-rearing attitudes and children’s career calling. A total of 288 undergraduate students participated in this study through an online survey. First, father and mother’s autonomous parenting attitude was both found to affect undergraduate students’ career calling positively. Contrary to our hypothesis, father’s control parenting attitude was not significantly related to career calling and mother’s control parenting attitude was positively related to career calling in our hypothesized model. Second, the students’ career decision-making self-efficacy partially mediated the relationship between autonomous parenting attitude and career calling. Third, father’s self-transcendent value orientation moderated the relationship between autonomous parenting and career calling, but mother’s self-transcendent value orientation did not moderate. However, the moderating effect of self-transcendent value orientation was not found on the relationship between control parenting and career calling. Based on the results, we discussed several implications, limitations, and recommendations for future research.
The self-report assessment has been most commonly used to estimate bullying/victimization (B/V) rates in most domestic and international prevalence studies. However, the presence of many potential biasing factors in such an assessment method, including specific operationalization/measurement strategies and testing conditions, has become an issue due to a considerable variability in reported involvement rates across studies. This study analyzed self-reported B/V involvement rates on Olweus Bullying Questionnaire (OBQ) among 690 Korean middle school students by gender and two different cut-offs (generous vs. strict cut-offs) and examined if the involvement rates were significantly varied by testing conditions such as presentation vs. omission of a precise definition of B/V, anonymous vs. non-anonymous/confidential administration, and the use of global vs. specific questions. Chi-square analyses revealed that boys displayed higher involvement rates on global measures of B/V and on items related to direct forms of B/V, with no significant gender differences on specific measures of relational B/V rates. It was also found that a global rate of bullying and specific rates of verbal B/V were 111% to 157% higher when no definition was provided. However, anonymous vs. non-anonymous administration had no significant impacts on rates of involvement, except for one item; there were also no significant differences in reported degrees of frankness and perceived confidentiality of their responses across two adminstration conditions. Finally, when involvement rates were assessed by using specific vs. global items, they were 68% to 148% higher with binominal correlations in low to moderate ranges. Findings also indicated that global items had a high specificity but a relatively low sensitivity. Implications of these findings were fully discussed for researchers and practitioners in the field of B/V assessment.
This study investigated the interaction effects between individual and perceived contextual factors to promote defending behaviors in school bullying. The mediating effect of cognitive reappraisal on the relation between personal belief in a just world and defending behaviors was studied. Also, this study examined whether the mediating model would be moderated by collective efficacy. A total of 1,611 students from seven middle schools in Seoul, responded self-report questionnaire. Multi-group SEM was applied to data analysis. The results indicated that direct paths in structural modeling were significant regardless of the level of collective efficacy. The mediating effect of cognitive reappraisal is also significant for both groups of collective efficacy. However, the paths from personal belief in a just world to cognitive reappraisal and from cognitive reappraisal to defending behaviors were stronger when students perceived high level of collective efficacy. Furthermore, the mediating effect was also stronger among students who reported high level of collective efficacy. By identifying specific personal mechanisms and effect of contextual factors for defending behaviors, this study shed light on new perspectives on defending behaviors. Based on these findings, implications and limitations of the present study were discussed.
The purpose of this study was to examine the moderated mediating effect of cognitive emotion regulation strategies through depression on the relationship between self-discrepancy and SNS addiction tendency. A total of 501 Korean college students(Males: 191/Females: 310) from two colleges in Seoul and Chung-Nam, participated in this study by responding to the following questionnaires: SNS Addiction Proneness Scale for College Students, Actual and Ideal Selves Questionnaire, The Center for Epidemiological Studies-Depressions(CES-D), Cognitive Emotion Regulation Questionnaire (CERQ), The data analysis was done using SPSS Statistics 18.0 VERSION and SPSS Process macro version 2.16 The main findings were as follows. First, SNS addiction tendency, self-discrepancy, depression and cognitive emotion regulation strategies showed statistically significant correlations. adaptive cognitive emotion regulation strategies had a negative correlation with SNS addiction tendency, self-discrepancy, depression. And maladaptive cognitive emotion regulation strategies had a positive correlation with SNS addiction tendency, self-discrepancy, depression. Second, a mediating model showed that the relationship between self-discrepancy and SNS addiction tendency was partially mediated by depression. Third, using multiple regression and slope analysis, the moderation effect of maladaptive cognitive emotion regulation strategies on the relationship between self-discrepancy and depression was found, but not for adaptive emotion regulation strategies. Finally, maladaptive cognitive emotion regulation strategies also moderated the mediating effect of self-discrepancy on SNS addiction tendency through depression. In this study, the pathway leading to the SNS addiction tendency was examined jointly, including self-discrepancy, depression and cognitive emotional regulation strategies. And the results of this study can be effectively utilized in counseling and prevention education practice for SNS addiction. Also, limitations of the study and suggestions for future study were discussed.
The purpose of this study is to verify the mediating effect of mattering in the correlation between the college students’ interpersonal competence and smartphone addiction. The survey using interpersonal competence, mattering and smartphone addiction scale was conducted among 430 college students in Pohang area in South Korea. The mediating effect and structural model were analyzed using SPSS 20.0 and AMOS 20.0 program and the results of this study were summarized as follows; First, negative correlation was shown between the interpersonal competence and smartphone addiction and positive correlation was shown between mattering and interpersonal competence. Second, mattering was proven to completely mediate the correlation between interpersonal competence and smartphone addiction. This study had an implication in that it revealed the factors that influence the smartphone addiction with using Shaffer’s Addiction Syndrome model and it confirmed the correlation between the mattering and addiction. Based on the results, limitations of this study were discussed.
The study was designed to develop and examine the effects of group coaching program to overcome academic procrastination based on the transtheoretical model for middle school students. The program consisted of eight processes of change including the consciousness-raising, emotional arousal, self-reevaluation, commitment, reward, countering, environment control, helping relationships. and confidence enhancement. The program consisted of a total of eight sessions including 90 minutes per session and the final program was completed after a preliminary experiment on 19 middle school students. In order to verify the effectiveness of the program, the program was implemented to 54 middle school students who were assigned 16 for the experiment group, 16 for the comparison group, and 22 for the control group. While the experiment group participated in the group coaching program based on the transtheoretical model developed in this study, the comparison group participated in the time management program. The control group did not participate in any program. The experiment, comparison, and control group were tested in pre, post, and follow-up(1 month, 3 months) in order to decisional balance of academic procrastination control, self-efficacy of academic procrastination control, stages of change in academic procrastination control, academic procrastination, and self-directed learning ability. The program effect analysis was conducted on 41 individuals, 13 in the experiment group, 13 in the comparison group and 15 in the control group, except for 13 who scored low academic procrastination in the pre-test. One-way ANOVA analysis was conducted to confirm the homogeneity of the three groups, and then mixed ANOVA analysis was conducted to verify the interaction between time interval and group. The results showed that the interaction between time interval and group was significant in cons recognition of academic procrastination control, self-efficacy of academic procrastination control, stages of change in academic procrastination control, academic procrastination. Thus, the group coaching program to overcome academic procrastination based on the transtheoretical model developed in this study has been shown to be effective in modifying overcoming academic procrastination of middle school students. Also, it was confirmed that the coaching effectiveness was maintained. Based on the results of this study, implications and limitations of this study and future research were discussed.