2016, Vol.13, No.3

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 was to investigate leaving school and then process of life of vulnerable families out-of-school youths through encounter out-of-school youths supporting project. We applied Rennie's hermeneutic grounded theory methodology for this study to integrally analyze in and out school, psychiatric characteristics, and recovery processes of life. This study analysis was constructed based on 137 meaning units, 30 subordinate categories, 9 hermeneutic categories. The core category and process analysis were conducted. Based on the result of the study, first, we found that out-of-school youths had life cycle of undergoing repeated difficulty in the critical period which played a vital role in their development and growth at school, at home and in a world. Second, this study showed that their healing and growing occurred through the second prenatal period in which they modified the orbit of life cycle supported by out-of-school youths supporting center and counselors' effective interventions and support. And finally, vulnerable families out-of-school youths were sustained learning and grew continually to raise their living foundation in a world out of school. This research could serve as a continual, specific exploration for the life circumstances and its recovery process of out-of-school youths in vulnerable families and understand their growing process through the interventions of social capital, out-of-school youths supporting project. Based on this study, we suggest basis data for practical and political support and prevention of school dropout to youths of vulnerable families with difficulties in and out school.

The current study aimed to examine the moderated mediating effect of self-encouragement through career goal discrepancy on the relationship between social comparison orientation and career anxiety. A total of 286 junior and senior students in 4-year universities in Seoul responded to the questinnaires on social comparison orientation, career goal discrepancy, career anxiety and self-encouragement. Excluding missing data and outlier, 278 data (men=103, women=175) were analyzed using SPSS 21.0 and SPSS Macro. A moderated mediation is an integrated model that combines mediation and moderation effect therefore we tested the mediation effect, moderation effect and moderated mediation effect. The results of this study were as follows. First, the mediation effect of career goal discrepancy on the relation of social comparison orientation and career anxiety was verified. Second, self-encouragement moderated the relationship between career goal discrepancy and career anxiety. Lastly, using SPSS Macro, the moderated mediation effect of self-encouragement on the relationship between social comparison orientation and career anxiety through career goal discrepancy was statistically significant and this was true at all levels of self-encouragement. This study further expanded the understanding of the university students' negative affect related to career by examining the antecedents of career anxiety. The results of this study can be effectively utilized in career counseling and education practice. Implications and limitations of the study and suggestions for further study were discussed.

The purpose of the current study was to explore the relationships among the antecedents of homophobia in a sample of secondary school teachers. Specifically, we hypothesized the moderated mediation model that the traditional gender-role attitudes mediated the relationship between authoritarianism and homophobia and the affective empathy moderated the link between traditional gender-role attitudes and homophobia. The results suggested that traditional gender-role attitudes partially mediated the association between authoritarianism and homophobia. Also, the moderating effect of affective empathy on the link between traditional gender-role attitudes and homophobia was significant. For those with high levels of affective empathy, the correlation between authoritarianism and homophobia was more positive. In addition, the moderated mediation effect was confirmed that the mediation effect of traditional gender-role attitude was statistically significant only with the higher level of emotional empathy, but not with the lower level of emotional empathy. Given these findings, several suggestions for developing teachers’ multicultural awareness and competency and future research were discussed.