2009, Vol.22, No.1

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

This study examined how intentions interacted with desires to predict the emotional consequences, and lead to the conventional judgments of protagonists' behaviors. Forty five children (5-, 6-, and 8-year-olds) and 15 undergraduate students were presented with situations in which desires were satisfied with intentions or without intentions, and desires were not satisfied with intentions or without intentions. The results showed that the subjects attributed positive emotions to the protagonists whose desires were satisfied, and negative emotions to them whose desires were not satisfied. The emotional predictions were influenced by intentions as well. They more frequently attributed positive emotions to the protagonists who intended to fulfill their desires than the protagonists who do not have such intentions, and attributed negative emotions to the protagonists who could not satisfy their desires even though they intended to fulfill them. The conventional judgments were also influenced by intentions. The subjects more negatively evaluated the protagonists' acts that violated the rules with intentions than without intentions. They evaluated negatively the intended violation even though the protagonists did not end up with violating the rules. The results were discussed in terms of the relation between theory of mind and deontic reasoning.

This study examined the relationship of the achievement of developmental tasks, discrepancies and happiness with 612 adults of thirties. For this purpose seven developmental tasks identified by Jang(2008) and Developmental Task Questionnaire were used. Results revealed the proportion of achieved status was higher than that of not achieved status in all tasks and women's proportion of achieved status was higher than men‘s proportion of that. While women had higher subjective importance in one task than men, men had higher subjective importance in two tasks than women. Generally the achiever of developmental tasks were disposed to pereive more importantly developmental tasks. Two-way ANOVA revealed both of achieved status of developmental task and discrepancies were effective variables for predicting happiness, life satisfaction and self-esteem.

This study aims at examining the effect of juveniles' experience of being abused and locus of control, empathic ability on their school adjustment, and verifying the agential effect of locus of control and empathic ability in the process that abuse is affecting school adjustment. For this purpose, the researcher measured abused experience using a measurement tool for experience of being abused and neglected for 198 male and 184 female students in middle schools in Seoul. And measured peer relationship and school attachment using the measurement for school adjustment, and the empathic ability using Interpersonal Reactivity Index(IRI), and the level of locus of internal-external control using the Locus of Control Scale. Analysis of collected data revealed that abused experience, locus of control, and empathic ability had significant effects on peer relationship and school attachment. With regard to the mediation effect in the relationship between abused experience and school adjustment, locus of control and empathic ability completely mediated abused experience and peer relationship, and a locus of control and empathic ability partially mediated abused experience and school attachment.