KJCKorea
Journal Central

This study aimed to validate the Korean version of the Multidimensional Measure of Emotional Abuse-Short Form (MMEA-SF; Maldonado et al., 2020) for unmarried Korean adults in heterosexual relationships. To this end, exploratory and confirmatory factor analyses (N=281 and N=340, respectively) were conducted, resulting in a three-factor structure comprising 14 items: Restrictive Engulfment, Hostile Aggression, and Hostile Withdrawal. Analysis of reliability and criterion and incremental validity indicated that The Korean version of the MMEA-SF (K-MMEA-SF) is a reliable and valid scale to measure psychological dating violence among unmarried Korean adults. The K-MMEA-SF can be utilized as an effective tool to assess various aspects of psychological dating violence, and is expected to contribute to academic development in the field.

The current study examined the mediating roles of self-concept clarity and intolerance of uncertainty in the relationship between attachment anxiety and relationship addiction among 400 emerging adults (aged 19-25). Utilizing structural equation modeling on online-survey data, the results indicated that attachment anxiety negatively predicted self-concept clarity and positively predicted intolerance of uncertainty. Both decreased self-concept clarity and increased intolerance of uncertainty led to an increase in relationship addiction. The findings confirm a double mediation model where attachment anxiety contributes to a higher level of relationship addiction by weakening self-concept clarity and lowering tolerance for uncertain situations. These results offer crucial implications for developing interventions aimed at emerging adults struggling with excessive relational preoccupation.

This study investigated how performance change influences self-efficacy and examined the moderating role of mindset. Study 1, a correlational study, explored associations among class movement experiences, self-efficacy, and mindset in 133 high school students within an ability-grouping educational system. The results indicated that students who moved to a lower-level class reported lower self-efficacy than those who moved to a higher-level class. This effect was significant only among students with a fixed mindset, suggesting a buffering role of a growth mindset. Study 2, an experimental study, assessed the impact of performance feedback on self-efficacy in 204 college students. A decline in perceived performance led to decreased self-efficacy, and mindset served as a marginally significant moderator. These findings underscore the importance of promoting a growth mindset to support students’ adaptive development when faced with academic challenges.