Korean | English

pISSN : 1229-0718 / eISSN : 2671-6542

Aims & Scope
The first issue of Korean Journal of Developmental Psychology was published in 1988. This journal is issued (ISSN 1229-0718 [print] and ISSN 2671-6542 [online]) quarterly-annually and carries research articles based on empirical data and theoretical review. The publication dates are 15th of March, June, September, and November. Subscription inquiries and manuscript submission should be directed to editorial office. 
Eun Sil Choi

(Department of Psychology, The Catholic University of Korea)

Citation Index
  • KCI IF(2yr) : 1.9
  • KCI IF(5yr) : 1.91
  • Centrality Index(3yr) : 2.49
  • Immediacy Index : 0.3333

Current Issue : 2023, Vol.36, No.3

  • Systematic Literature Review and Meta-analysis of Teletherapy on Adolescents

    Hyangmi Heo | Eunsil Choi | 2023, 36(3) | pp.1~30 | number of Cited : 0
    Abstract PDF
    This systematic literature review and meta-analysis investigated the current status of literature on teletherapy interventions for adolescents. This study explored characteristics and effects of the interventions to provide a basis for the development of teletherapy program for adolescents. Data collection and analysis were performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, and the articles analyzed were selected according to the PICOS questions commonly used in clinical practice. The titles and abstracts of studies published during1986–2022 were searched on PubMed and reviewed, Twenty-three articles were selected. A meta-analysis was performed to comprehensively review the results of these studies. The systematic literature review showed that research had been actively conducted since 2020, and cognitive behavioral therapy-based teletherapy was the most common. The meta-analysis found that among the outcome indicators, well-being, rumination, anxiety, and depression had moderate effect sizes, whereas the effect size of emotional control was not significant. The overall effect size was .448 (.374–.522), indicating a moderate effect, and suggesting that teletherapy is effective for adolescents who experiencing difficulties with emotional behaviors.
  • The Role of Group and Perceived Norms on Bystanding and Defending Behaviors

    SUNJEONG GYEONG | Huiyoung Shin | 2023, 36(3) | pp.31~54 | number of Cited : 0
    Abstract PDF
    This study examined the effects of group and perceived norms on bystanding and defending behaviors among early adolescents. Longitudinal data from 890 elementary school students nested within 34 classrooms (52% male) were collected at the start (Wave 1) and the end (Wave 2) of the school semester. The results with the multi-level models indicated that both group and perceived norms on anti-bullying at Wave 1 significantly predicted bystanding and defending behaviors at Wave 2, after controlling for age, gender, and the baseline behaviors at Wave 1. The agreement between the group and perceived norms on anti-bullying varied by classrooms, and anti-bullying group norms at Wave 1 moderated the effects of individuals’ empathy on defending behavior, and the effects of self-efficacy for defending on bystanding behavior at Wave 2. The results suggest that the interventions focusing on perceived norms could be effective in decreasing bullying and increasing by-standing behaviors.
  • Development in Facial Emotion Recognition, Emotion Comprehension, and Emotion Word Comprehension and Their Relationships in Early Childhood

    Jiwon Kim | Jeong, Yoonkyung | 2023, 36(3) | pp.55~70 | number of Cited : 0
    Abstract PDF
    This study investigated age differences in the mean-level and relationships in the development of preschoolers’ facial emotion recognition, emotion comprehension, and emotion word comprehension. One hundred and fifty-two Korean children aged 3-6 years were tested nonverbally using the facial emotion matching discrimination task, Test of Emotion Comprehension, and emotion word comprehension test. In all tasks, the children’s performance significantly increased with age, whereas gender differences were not evident. All variables were positively associated with each other, even when controlling for age. Most importantly, the correlations between the variables varied according to age. No significant correlations among the variables were found for 6-year-olds, and emotion comprehension and emotion word comprehension were more strongly related for 4-year-olds than other age groups. Facial emotion recognition consistently positively related to emotion comprehension and emotion words from 3 to 5 years of age. These results indicate that these three basic emotional competencies develop critically during early childhood, and that their relationships can differ by age.