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pISSN : 1738-463X / eISSN : 2734-0112

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2017, Vol.14, No.1

  • 1.

    The Structural Relationship among Social Goals, Achievement Goal Orientations, Basic Psychological Needs, Quality of Peer Relationship, and Academic Engagement

    Yeonghun Hwang | LEE EUN JU | 2017, 14(1) | pp.1~21 | number of Cited : 9
    Abstract PDF
    The purpose of this study was to examine the structural relationship among social goals, academic achievement goal orientations, basic psychology needs, quality of peer relationship, and academic engagement of adolescents. The participants were 592 seventh grade students in 3 middle schools. Main results were as follows. First, social approval goal, affiliation goal, and status goal had positive effects on performance-approach goals, whereas social concern goal had negative effect on performance-approach goals. Social concern goal and status goal had positive effects on mastery-approach goals, whereas social affiliation goal had negative effects on mastery-approach goals. Second, social concern goal and status goal had positive effects on basic psychological needs, whereas social approval goal had negative effect on basic psychological needs. Third, social affiliation goal and concern goal had positive direct effects on quality of peer relationship. Basic psychological needs mediated the associations of social approval, concern, and status goals with quality of peer relationship. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. Fourth, both mastery-approach goals and basic psychological needs had mediation effects on the relationship between social concern, status goal and academic engagement. Mastery-approach goals and basic psychological needs had dual-mediation effects on the relationship between social concern, status goal and quality of peer relationship. The importance of social goals as well as academic achievement goals were highlighted for the more comprehensive understanding of peer relationship and academic engagement of adolescents.
  • 2.

    The Effect of Friendship Jealousy on Relational Aggression of Early Adolescents:focused on the moderating effect of locus of control and self-efficacy

    ChanEun Park | Doh Yun, Kim | 2017, 14(1) | pp.23~39 | number of Cited : 4
    Abstract PDF
    The present study examined the effects of friendship jealousy on relational aggression of early adolescents and addressed the question as to whether locus of control and self-efficacy had any moderating effect upon the relationship between friendship jealousy and relational aggression. The participants of this study consisted 570 students(6th grade, 276 boys & 294 girls) from elementary schools located in Seoul and Gyeounggi province. It was measured with Friendship Jealousy Questionnaire(Parker & Low, 1999), Locus of Control Scales (Levenson, 1981), Self-Efficacy Scales(Cha, J. E., Kim, A. Y., 1996). The Peer Conflict Scale(Marsee, Komonis, & Frick, 2004) was used to measure the level of relational aggression. Statistical analyses of data used for this study comprised the following methods; frequency, mean, standard deviation, and hierarchical regression. The results indicated that the level of friendship jealousy and external locus of control of elemantary school students increased the level of relational aggression whereas the level of self-efficacy decreased the level of relational aggression. In addition, external locus of control and self-efficacy moderated the effects of friendship jealousy on relational aggression whereas internal locus of control did not.
  • 3.

    An Analysis of Research Trends on relations between positive psychological capital and career related variables in Korea

    Kang Kyoung Yeoun | Je-Kyung Lee | 2017, 14(1) | pp.41~67 | number of Cited : 24
    Abstract PDF
    It is important that career counselling helps the client to overcome a negative psychology or emotion. But it is also worthwhile work that helping the client who has not psychological problem and lives in rapidly changing society to manage a career: life-span perspectives for oneself by developing their positive psychology strengths. The aim of this study was to provide the information abut the trends and to inquire into issues of career counselling or study in relations between positive psychological resource and career variable. A total 56 empirical articles in the Korean Journal of education, social science, psychology science fields were classified into 4 component elements of positive psychological capital (Luthans, Avolio, Avey & Norman, 2007) and 11 component elements of substantive areas of career and vocational counseling research devised(Fitzgerald & Rounds, 1989). Conclusively (1) analyzed trends as follows: yearly, objects, methodologies distribution, (2) analyzed results of relations between positive psychological resource and career variable, (3) discussed a way to application.
  • 4.

    The relations between adolescents’ childhood abuse and school violence offense experience, victimization experience: The mediating effect of early maladaptive schemas

    Sieon Han | Jae Hong Jang | 2017, 14(1) | pp.69~87 | number of Cited : 9
    Abstract PDF
    The purpose of this study was to evaluate the mediating effect of early maladaptive schemas in the relationship between adolescents' childhood abuse and school violence offense and victimization experience. The participans were 502 9th grade middle school students and high school freshman in Gyeonggi-do, who filled out the Questionnaires with child abuse scale, School violence experienced scale, Early maladaptive schemas - short form scale. The results of this study were summarized as follows. First, by analyzing the correlations among variables, there were a significant static relationships among adolescents' childhood abuse, early maladaptive schemas and school violence offense/victimization experience. Second, the early maladaptive schemas partially mediated the relationship between childhood abuse and school violence experiences. In school violence offense, a enmeshment and abandonment schema partially mediated the link between childhood abuse and school violence experience. In school violence victimization, a subjugation schema partially mediated the link between childhood abuse and school violence. This research results can help ourselves to understand perpetrators/victims of school violence and it may suggest informative resources in school fields and counseling for school violence prevention. For the last, based on the represented results, the implications and limitations of this study was discussed.
  • 5.

    Differences in School Counselors’ Case Conceptualization and Counter-Transference Management Abilities by Their Career Length and Supervision Experiences

    Yoonwon Park | HYO JUNG SHIN | 2017, 14(1) | pp.89~103 | number of Cited : 10
    Abstract PDF
    The purpose of this study was to analyse differences in school counselors' case conceptualization and counte-rtransference management abilities by their career length and supervision experiences. A total of 141 professional school counselors' career, supervision experience, case conceptualization ability and countertransference management ability were surveyed. The collected data were analysed by one-way ANOVA, and Scheffe follow-up verification. The study results are as follows. First, the high professional school counselor career group showed statistically higher case conceptualization ability than the middle professional school counselor group. But there was no difference in countertransference management ability among the professional school counselor's career groups. On the other hand, on ‘anxiety management’, a factor of overall countertransference management ability, the high professional school counselor career group showed statistically higher than the middle professional school counselor career group. Second, the more than the higher supervision experiences group is better case conceptualization ability and countertransference management ability than the lower supervision experiences group. Based on these results, the implications of school counseling and school counselor's education. were discussed.
  • 6.

    Validation of the Self-Consciousness Scale for Korean Adolescents

    Kang, Byeongeun | Shin, Hyeonsook | 2017, 14(1) | pp.105~128 | number of Cited : 4
    Abstract PDF
    There is a paucity of reliable and valid measures of adolescents’ self-consciousness. The purpose of this study was to test the reliability and validity of Takishima-Lacasa et al.’s Revised Self-Consciousness Scale for Children (R-SCS-C) in Korean adolescents. First, the R-SCS-C was translated into Korean, pilot items were administered to three 7th graders, and items were modified with the help of three professionals (a school psychologist, an elementary school teacher, and a middle school English teacher). Second, the final form of the R-SCS-C was administered to 1,150 students in Grades 5 to 9 (542 boys, 608 girls). Data were analyzed through exploratory factor analyses, confirmatory factor analyses, correlational analyses, and analyses of variances. The results of the exploratory factor analyses yielded three factors (public self-consciousness, private self-consciousness, social anxiety), which were also identified in previous studies. After one cross-loaded item was removed, the Self-Consciousness Scale for Adolescents was composed of 28 items. Confirmatory factor analyses revealed that the three-factor model has a resonable fit to the observed data. Also, internal consistency and split-half reliabilities of the Self-Consciousness Scale for Korean Adolescents were high. Grade-related and gender differences in the overall self-consciousness and the three subscales were all significant. Self-consciousness of middle school students was higher than that of elementary school students, and girls reported higher self-consciousness than did boys. The concurrent evidence of the Self-Consciousness Scale for Korean Adolescents was supported through statistically significant correlations between its subscale scores and the subscale scores of Fenigstein et al.’s Self-Consciousness Scale. In addition, the convergent and discriminant evidence of the Self-Consciousness Scale for Korean Adolescents was supported through significant correlations between the three factors of the Self-Consciousness Scale for Korean Adolescents and social anxiety, depression, satisfaction with life, positive affect, and negative affect. Such findings imply that the Self-Consciousness Scale for Korean Adolescents be a reliable and valid measure and be useful for school psychological practices of understanding and assessing Korean adolescents’ self-consciousness.