2017, Vol.14, No.3

The Korean Journal of School Psychology 2024 KCI Impact Factor : 2.16

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

The purpose of this study was to examine the moderated mediating effect of maladaptive cognitive emotion regulation strategies through academic stress on the relationship between socially-prescribed perfectionism and test anxiety. A total of 604 Korean high school students, including 367 males and 237 females, participated in this study by responding to the following questionnaires: Multidimensional Perfectionism Scale (HMPS), Academic Stress Scale, Korean version of Cognitive Emotion Regulation Questionnaire (K-CERQ), Test Anxiety Inventory-Korea (TAI-K). The collected data were analyzed using SPSS Macro. The main findings were as follows. First, using three-step mediated regression analysis, the significant partial mediating effect of academic stress on the relationship between socially-prescribed perfectionism and test anxiety was found. Second, using hierarchial multiple regression analysis, it was found that maladaptive cognitive emotion regulation strategies moderatedthe relationship between academic stress and test anxiety. Third, using SPSS Macro, the moderated mediating effect of maladaptive cognitive emotion regulation strategies (especially, rumination, self-blame, and catastrophizing) on the relationship between socially-prescribed perfectionism, academic stress, and test anxiety was found. Based on the result of this study, we discussed several implications for counseling and education, limitations of the study, and suggestions for future research.

The purpose of this study is to analyze the trends of competence research conducted during the past 10 years(2007-2016) in Korea, to summarize the results and outcomes of the research and to discuss the direction of future research. Based on the subject of competence, 124 competence journals in Korea were classified into 3 categories according to their concept and characteristics (general competence, social competence, other specific competence), the evaluator, the measuring instrument, the related variables, and the intervention program. The results were as follows. Research on social competence by publication year has more than doubled since 2012. The research method was biased toward quantitative research, and the research place was mainly in educational institutions. The subjects of the study consisted of a large proportion of studies on a single age, and the definition of competence and the evaluator were self - reported. As a result of analyzing the competence - related variables, general competence is the internal variable / emotional domain, social competence is external interaction variable / family domain, and other specific domain competence is internal variable / social domain was the most studied. Finally, we analyzed the trends of competence research and added implications for competence research and suggestions for follow - up research.

This study aims to investigate peer influence processes on early adolescents’ aggressive behaviors in early adolescence friendship networks. A longitudinal social network model (SIENA) was used to test whether similarity in aggressive behaviors contributed to friendship formation (peer selection) and whether aggressive behaviors of friends contributed to changes in students’ own aggressive and pro-social behaviors (peer influence). Participants were fifth and sixth graders in South Korea from 37 elementary school classrooms (N=960, 48% girls) followed from spring to fall within one academic year. In result, early adolescence students sought out friends who are similar to themselves (peer selection) was found in both aggressive behaviors. Peer influence effects were also observed in aggressive behaviors. Also, the moderating effect of sense of peer community was significant. In classes with the high sense of peer community, socialization effect of aggressive behavior was not significant. As a contrast, aggressive behavior was socialized in classes with the low sense of peer community. Results suggest that peer selection and influence processes play a salient role in the co-evolution of friendships, and aggressive behaviors in elementary school students. Findings emphasize the need for teacher understanding of adolescence development and peer relationship in classroom management.