Korean | English

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

2020 KCI Impact Factor : 2.11
Aims & Scope
The Korean Journal of School Psychology is a professional journal published by the Korean School Psychology Association, which is a part of the Korean Psychological Association. The purpose of this journal is to promote the research activities of its members and researchers interested in school psychology, to disseminate professional research results to researchers and practitioners in the field of school psychology and related fields, and to boost the development of expertise and the exchange of information. This journal includes school psychology assessments; school psychology intervention and prevention methods, which are based on leading school psychology research and practices; school psychology-related advice for parents and teachers; reports on the development of programs and verifications of their effectiveness at improving academic, emotional, behavioral, and social outcomes for children and adolescents; and papers about school psychology research methods.
Wonyoung Song

(Konyang University)

Citation Index
  • KCI IF(2yr) : 2.11
  • KCI IF(5yr) : 2.51
  • Centrality Index(3yr) : 2.875
  • Immediacy Index : 0.4

Current Issue : 2020, Vol.17, No.3

  • The Relationship Between Parent and Peer Attachment on SNS Addiction Proneness among Adolescents: The Mediating Effect of the Fear of Missing Out

    Da-Jung Han | Bin-Na Kim | 2020, 17(3) | pp.243~261 | number of Cited : 5
    Abstract PDF
    Fear of missing out (FoMO) refers to the desire to stay continually connected with what others are doing because they are afraid of missing the flow or not being included. Although FoMO has been recently proposed as a widespread phenomenon within social media, there has been few empirical research by which mechanism FoMO leads to social networking service (SNS) addiction. Therefore, this study examined whether FoMO mediated the relationship between adolescents’ attachment and SNS addiction proneness. A total of 517 middle and high school students participated in the study and completed self-report questionnaires. Results showed that FoMO partially mediated the relationship between adolescents’ parental attachment and SNS addiction proneness, whereas the relationship between adolescents’ peer attachment and SNS addiction proneness was fully mediated by FoMO. These results suggest that unstable attachment might contribute to SNS addiction through FoMO, especially in case of peer attachment. Lastly, we discussed theoretical and practical implications of this study and suggestions for future research.
  • How self-estimation bias in peer relationship relates to subjective well-being and to interpersonal behaviors: Testing the optimal margin hypothesis

    LEE EUN JU | Yeom, Hye-Seon | 2020, 17(3) | pp.263~286 | number of Cited : 0
    Abstract PDF
    The purpose of this study was to explore how overly positive self-estimations in peer relationships relate to subjective well-being and to the occurrence of interpersonal behaviors supporting basic psychological needs among elementary school students. This study tested the optimal margin hypothesis of positive illusion by examining the curvilinear relationship between these variables. The sample consisted of 346 fifth and sixth grade students. The self-criterion residual method was used to derive self-estimation bias scores by regressing the real peer relations index (i.e., In-degree) on their perceived peer relationship qualities. The results showed that girls more strongly overestimated the quality of their peer relationships than boys. Self-estimation biases had a positive curvilinear relationship with negative affects and a negative curvilinear relationship with relatedness needs supporting interpersonal behaviors. These results supported the existence of the optimal margin of positive illusion because overestimations of the quality of peer relationships were associated with lower levels of negative affects and relatedness needs-supporting interpersonal behaviors, though these benefits flattened out and no further benefit was observed after an optimal level of overestimation. However, self-estimation bias was linearly associated with positive affect, autonomy needs-supporting interpersonal behaviors, and competence needs-supporting interpersonal behaviors. These results indicated that optimal margin hypothesis was not supported for all outcome variables.
  • The Effect of Promoting Motivation through Effort-inducing Instructions and Positive Feedback on Task Performance

    Eunjin Kwon | Tae Hoon Kim | Lee, Yoonhyoung | 2020, 17(3) | pp.287~306 | number of Cited : 1
    Abstract PDF
    The purpose of this study was to investigate the effect of motivation promotion on task performance. Unlike most previous studies that have used survey methods, this study examined the effects of motivation promotion on arithmetic and linguistic task performances under experimental conditions. Effort-inducing instructions and positive feedbacks were used to promote participants’ motivation. Experiments 1 and 2 examined the effect of effort-inducing instructions and positive feedback on participants’ autonomous selection of task difficulty when performing arithmetic and linguistic tasks. The results of the both experiments showed that the experimental group which received effort-inducing instructions and positive feedback chose more difficult task than the control group did. Experiment 3 examined whether motivation promotion enhances task performance and task persistence. The experimental group was more accurate and persistent than the control group. The results of the current study offer experimental evidence suggesting that activating intrinsic motivation through motivation promotion improves attitudes toward tasks and task performance.