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.
This study investigated the self-enhancement function of autobiographical memory based on self-esteem in younger adults. A total of 84 university students (42 males and 42 females) completed the Rosenberg Self-esteem Scale. They recalled three positive and three negative self-esteem memories and rated the quality of each memory. Based on their self-esteem scores, they were divided into high and low self-esteem level groups. The analysis of variance showed that memories of high self-esteem younger adults were more vivid and they recalled more information about themselves and others for a longer time. Regardless of self-esteem level, younger adults recalled more information about themselves in negative events and experienced more changes in emotions and thoughts after negative events. Negative emotional valence of negative events was higher in younger adults with low self-esteem. The content analysis showed that self-esteem memories of negative experiences focused on social relations rather than achievement. These findings suggest that the self-enhancement function of autobiographical memory does not work in younger adults, and the effects of negative experiences are strong. Self-concepts can be damaged more in younger adults with low self-esteem.
To understand peer victimization among undergraduate students and provide intervention strategies, the types and rates of bullying experienced by undergraduate students were explored. A moderated mediation model of meaning in life and self-compassion on relation between peer victimization and mental well-being was analyzed using the Process macro. A self-report questionnaire conducted through an online survey platform was completed by 369 students (aged between 18-25 years). The results indicated that between 8.5-19.6% of the participants reported peer victimization in undergraduate school, although there were differences across types of victimization. The moderated mediation model showed a significant conditional mediation effect of meaning in life in the link between peer victimization and mental well-being among students who reported low or average levels of self-compassion. However, the direct effect of peer victimization on mental well-being was not significant. The implications and limitations of the present study are discussed based on these findings.