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The Relationship between Socially Prescribed Perfectionism and Academic Stress in College Students: The Moderated Mediating Effects of Self-Soothing Ability through Post-Event Rumination

  • Clinical Psychology in Korea: Research and Practice
  • 2020, 6(3), pp.229-245
  • DOI : 10.15842/cprp.2020.6.3.229
  • Publisher : Korean Clinical Psychology Association
  • Research Area : Social Science > Psychological Science > Clinical Psychology
  • Received : July 14, 2020
  • Accepted : September 7, 2020
  • Published : September 30, 2020

Yo Han Kang 1 Chang Jin Oh 1 Wonyoung Song 2

1건양대학교 상담심리학과
2건양대학교

Accredited

ABSTRACT

This research sought to verify the moderated mediating effect of self-soothing ability on the relationship between socially prescribed perfectionism and academic stress through post-event rumination. To this end, 302 male and female college students were assessed using the socially prescribed perfectionism scale, the post-event rumination scale, the academic stress scale, and the self-soothing ability scale. Data were analyzed using SPSS software version 23.0 and SPSS Macro, and the results were as follows: first, socially prescribed perfectionism, post-event rumination, and academic stress showed positive correlations with each other, while self-soothing ability showed negative correlations with other variables. Second, the partially mediating effect of post-event rumination on the process of socially prescribed perfectionism was proved to affect academic stress. Third, as to the effects of post-event rumination on academic stress, the adjustment effect was found to vary according to the level of self-soothing ability. Finally, the moderated mediating effect of self-soothing ability was verified. The indirect effect of post-event rumination was that the higher the level of self-soothing ability, the lower the level of academic stress. This study has provided empirical evidence for utilizing the self-soothing ability factors in therapeutic scenarios by verifying the mediating effect of post-event rumination on the relationship between socially prescribed perfectionism and academic stress, and by identifying the therapeutic factors that can control these influences. Based on these results, we discuss the implications and limitations of this study and present directions for further studies.

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