2012, Vol.9, No.3

he Structural Relationship among Attachment of Children, Emotional Identification and Expression Abilities, Social Ability and Behavioral problems

Choi, Eun-Sil , Jung Sun A | 2012, 9(3) | pp.443~464 | number of Cited : 31

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The Effect of Achievement Goal Orientation, Hope, and Learning Strategy on Academic Achievement and School Adjustment

CHO HAN IK | 2012, 9(3) | pp.465~483 | number of Cited : 56

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A Validating Academic Engagement as a Multidimensional Construct for Korean College Students: Academic Motivation, Engagement, and Satisfaction

추헌택 , Sohn, Won Sook | 2012, 9(3) | pp.485~503 | number of Cited : 35

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Academic engagement has been known as a strong predictor of students' cognitive and affective outcomes in an educational context. Despite increasing interest and theoretical usefulness of this construct, a few researchers seem to be interested in the validation of instruments to measure academic engagement for Korean students. Thus, this study would like to introduce one of academic scales widely used, UWES-S(Utrecht Work Engagement Scale-Student) (Schaufeli et al., 2002a: 2002b) and to validate the UWES-S for Korean college students. To validate the Korean version of the UWES-S, 651 college students (285 for Field Trial, 366 for Main Study) were used. The procedure is as follows. First, we used an integrated adaptation procedure to produce a Korean version of the UWES-S. Second, EFA(exploratory factor analyses) was applied to explore the factor structure of the UWES-S on the field trial data. Third, the psychometric properties of the UWES-S items were examined by graded response model(GRM). Also CFA(confirmatory factor analysis) was used to examine its internal construct validity for the data from the main study. Finally, the external validity of the UWES-S was scrutinized with the related variables such as academic motivation and satisfaction. As a result, the Korean version of the UWES-S with 13 items was accepted that the four items were excluded from its original version. Second, the internal validity was supported that the 3 factor CFA model(vigor, dedication, absorption) fit the data well. Third, we supported the partial mediation model that academic engagement played as a mediating variable between academic motivation(internal/external) and academic satisfaction. Finally, the differences between a validation of UWES-S for Korean college and high school students, the necessity of construct equivalence testing, and direction for future research of scale validating were discussed.

A Study of Concept Mapping for Professional School Counselors' In-Service Training Needs according to their Career Stages

HYE SOOK KIM , Ki-Hak Lee | 2012, 9(3) | pp.505~528 | number of Cited : 25

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This study set out to examine and analyze the in-service training needs of professional school counselors according to their career stages and thus propose directions for establishing a systematic in-service training system reflecting these career stages. The study employed a concept map, which is useful for exploring the experiences of subjects in depth and comparing small groups. The subjects are 22 in number, 11 of whom were professional school counselors in the career formation stage and the other 11 of whom were those in the career growth stage. As a result, there were 90 and 62 core sentences reflecting in-service training needs among those who were in the career formation stage and in the career growth stage, respectively. As for concept maps of in-service training needs according to career stage, the map for the career formation stage consisted of three clusters of “administration and consultation”, “counseling and self-management”, and “psychological evaluation and qualification for in-service training” in two dimensions of “man versus organization” and “formal versus informal”. The concept map for the career growth stage was comprised of four clusters of “counseling and program”, “examining the latest trends and becoming an expert in a certain area”, “psychological evaluation and qualification for in-service training”, and “consultation, research, and self-management” in two dimensions of “professionalism versus practicality” and “counselor versus client”. Based on those findings, the investigator compared professional school counselors in the career formation stage with those in the career growth stage in terms of similarities, differences, and importance, and analyzed whether to reflect the results on actual in-service training. The analysis results led to an exploration of improvement measures by the kinds of in-service training and a discussion about effective in-service training systems according to the career stages of professional school counselors.

The Relationships between Parent-Child Communication and Internet Addiction: Dual Mediating Effects of Psychological, Behavioral Problem and Internet Use Motivation

Bae Sung Man , Park Joong Kyu , Koh Young Sam | 2012, 9(3) | pp.529~544 | number of Cited : 42

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Development of School Dropout Academic Re-entry Group Counseling Program

Hyeyoung Oh , Park HyunJin , Seung-Hee Jee | 2012, 9(3) | pp.545~571 | number of Cited : 21

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This study was to develop a school dropout academic re-entry group counseling program and verify the effect of the program. The program was developed based on the research data that the majority of school dropouts' number one priority is school re-entry. For the purpose of this study, previous research on the characteristics of school dropout youth and domestic and foreign school dropout intervention programs were analyzed. The program development was performed as follows. First, to collect the basic information on program development, a claim inquiry was made to experienced school dropout counselors. Then cyber case study on school dropout youths were analyzed and in-depth interview and focus group interview were conducted of youths who successfully returned to formal education or pass the GED exam. To generate the constituting principle and components of the program, the results of the interview were anlayzed. Based on the results, 12 session program was developed. The program was consisted of the exploration of the past(why they dropout and what happens when they do), exploration of present life and the life challenges, the development of future perspective and motivation for school re-entry, and education on life management strategy which helps youths' school returning. This program was designed to develop youths' coping skill and other resources that support youths' school re-entry adjustment process. 9 youth counseling centers were enlisted to participate, and 108 youths participated in the program. The participants were divided into two groups, such as experimental group and control group (waiting group), and then were tested to verify the effectiveness of the program. The control group was also exposed to the program with time interval. Based on the pretests and follow-up tests, it was revealed that the program fostered school dropouts' external academic motivation, supportive environment, goal, and social self-efficacy. In a reality that youths return to school without any preparation and consequently drop out of school again, both usability in the field and the effectiveness of the program were discussed. The limitation of this study was also discussed.

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The Korean Journal of School Psychology 2023 KCI Impact Factor : 1.68

2012, Vol.9, No.3