2015, Vol.12, No.2

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

pISSN : 1738-463X / eISSN : 2734-0112
https://journal.kci.go.kr/schooljr

The purpose of this study is to examine the mediating effects of peer victimization and rejection sensitivity in the relationship between negative parenting and depression. We collected data from 577 students of 4-6th grade in elementary schools at Gyeongsangnam-do. First, all the correlations among the four variables included in this study was proved meaningful. Second, we set a research model supposing that children can experience peer victimization if their parents have negative parenting style, and the negative parenting and the experience of peer victimization can be precedent factors of rejection sensitivity and depression; structural equation model was applied to the analysis. As the result, the entire effect of negative parenting on depression was .564 (direct effect: .250, indirect effect: .314), and the explanatory power of negative parenting, experience of peer victimization and rejection sensitivity on depression was 54.5%. Third, it was examined that the experience of peer victimization and the rejection sensitivity mediate in the relation between negative parenting and depression: simple mediating effect and dual mediating effect have statistically significant meaning. It is meaningful that this study examined the integrated structural relation among parents factor, peer factor, and individual inner factor, which affect children’s depression, and proved the sequential relation of these factors. Furthermore, to prevent children’s depression, the individual inner factor such as rejection sensitivity should also be considered with home environment and the peer factor such as parenting style and peer victimization. In addition, the limitation of this study was discussed.

The purpose of this study was to investigate structural relationships of achievement goal orientation, achievement emotions, and academic engagement, especially focusing on the moderating effect of teachers' autonomy support in these relationships. With 306 elementary school students as subjects, this study found that the students who perceived teachers as highly autonomy supportive showed the higher mastery goal, performance-approach goal, and academic engagement, as well as higher enjoyment and lower boredom compared to the students who perceived their teachers as rarely autonomy supportive. In the high teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment. In the low teachers' autonomy support group, mastery goal predicted high academic engagement through the higher enjoyment as well as lowered boredom. This group also showed that performance-avoidance goal predicted low engagement through the lowered enjoyment. The significant group differences in structural relationship were found in the effect of enjoyment on academic engagement, which was significant only in the low teachers' autonomy support group. Nevertheless students who perceived their teachers as rarely autonomy supportive were less likely to experience enjoyment, high enjoyment could compensate the negative effect of low autonomy support of teachers. This study showed that the students’ perception of their teachers' autonomy support could differentiate the effect of students' achievement goals on achievement emotion and academic engagement.

This study examined the problem of suicide crisis intervention of university counseling agency and to present improvement of suicide crisis interventions. After three focus group interviews conducted targeting 12 counselors of college counseling center, we analyzed it for the study. As a result, a total of four categories, the concept of the 13 sub-regions were derived as the problems of suicide crisis intervention which the college counselors would think. Four categories were absence of written guidelines for the crisis intervention, lack of the systems and management of the college counseling center, lack of awareness of the suicide problem and difficulties of referral process. In addition counselors said that change in the perception of the suicide problem across the college, establishing a management system for crisis students, preparation of written crisis intervention guidelines, training for counselors and post intervention were necessary effective suicide crisis intervention. Finally they proposed the implications and directions of this study.