2019, Vol.16, No.3

Effects of the Group Coaching Program for the Promotion of Growth Orientation for University Students on Growth Orientation, Life Satisfaction, Perceived Stress, Positive Psychological Capital and Interpersonal Relationships: Based on the Model of the Social-Cognitive Approach to Motivation

Ilsoo Kyung , Jinkook Tak | 2019, 16(3) | pp.231~263 | number of Cited : 30

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The purpose of this study was to verify the effects of growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships in the group coaching program for the promotion of growth orientation for university students based on the model of the social-cognitive approach to motivation. The program consisted of eight topics: growth orientation, growth mindset and brain plasticity, self-directed goal setting, talent which is a product of ongoing effort, failure attitude and perspective change, positive emotion, thinking and behavior, value of growth orientation and self-coaching, respectively. The program comprised a total of eight sessions, 120 minutes each, and the final program was completed through a preliminary experiment with three university students. In order to verify the effectiveness of the program, 48 university students were divided into 16 in the experimental group, 16 in the comparative group, and 16 in the control group. The experimental group participated in the group coaching program to enhance the growth orientation based on the model of the social-cognitive approach to motivation developed in this study, the comparative group participated in a learning goal orientation improvement program based on an incremental implicit theory, and the control group did not carry out any program. Three groups were tested in pre, post, follow-up1(after 1 month) and follow-up2(after 3 months) in order to growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships. We performed analysis to confirm the homogeneity to the data of the three groups and to verify the interaction effects between times and groups. As a result, it was confirmed that the group coaching program to promote growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships had statistically significant effect and was more effective than the comparative program due to the larger effective size. Also, we confirmed that the coaching effect was sustained after the program was finished and more effectively maintained than the comparative program. Based on the results of this study, this study has academic implications because it verify the effectiveness of the group coaching for the promotion of the growth orientation by scientic method.

The effects of stress mindset on perceived stress and self-control in college students

Minju Koo , Yeoul Shin , Daeun Park | 2019, 16(3) | pp.265~281 | number of Cited : 8

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The Development and Effects of a Group Counseling Program for Adaptive College to Work Transition through Enhancing Coping Resources

Kim, Ji Geun , JinKoo Lee , Lee, Ki-Hak | 2019, 16(3) | pp.283~313 | number of Cited : 5

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Internalization and Externalization Factor Structure of PAI-A Revised

park eun young , Park, Eunyoung , HONG SANG HWANG | 2019, 16(3) | pp.315~337 | number of Cited : 2

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The effects of positive affect and response styles to positive affect on well-being

Kim, Kyung Hee , Lee HeeKyung | 2019, 16(3) | pp.339~359 | number of Cited : 9

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The Effect of Life Stress, Social-Anxiety on Smart phone Overdependence of University Students: The Moderated Mediating Effect of Emotional Expressiveness

Ji-yeon Kim , Choi seung-mi | 2019, 16(3) | pp.361~380 | number of Cited : 11

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Influence of neglect and abuse by parents on the emotional problems of youth: The Mediating Effect of Self-esteem and relationship with teacher

Tae Hyun Nam , Chang Soo Han , Boyoung Kim | 2019, 16(3) | pp.382~400 | number of Cited : 17

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Lived Experiences of High School Students for the “Naesin” Grading as a Norm-Referenced Evaluation

Chun, Heejung , Hoyang Son , Woo Ju-Young | 2019, 16(3) | pp.401~431 | number of Cited : 9

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Development and Validation of Classroom Problem Behavior Scale- Elementary School Version(CPBS-E)

Wonyoung Song , Eun JIn Chang , Gayoung Choi and 4 other persons | 2019, 16(3) | pp.433~451 | number of Cited : 5

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This study aimed to develop and validate the Classroom Problem Behavior Scale - Elementary School Version (CPBS-E) measure which is unique to classroom problem behavior exhibited by Korean elementary school students. The focus was on developing a universal screening instrument designed to identify and provide intervention to students who are at-risk for severe social-emotional and behavioral problems. Items were initially drawn from the literature, interviews with elementary school teachers, common office discipline referral measures used in U.S. elementary schools, penalty point systems used in Korean schools, ‘Green Mileage’, and the Inventory of Emotional and Behavioral Traits. The content validity of the initially developed items was assessed by six classroom and subject teachers, which resulted in the development of a preliminary scale consisting of 63 two-dimensional items (i.e., Within Classroom Problem Behavior and Outside of Classroom Problem Behavior), each of which consisted of 3 to 4 factors. The Within Classroom Problem Behavior dimension consisted of 4 subscales (not being prepared for class, class disruption, aggression, and withdrawn) and the Outside of Classroom Problem Behavior dimension consisted of 3 subscales (rule-violation, aggression, and withdrawn). The CPBS-E was pilot tested on a sample of 154 elementary school students, which resulted in reducing the scale to 23 items. Following the scale revision, the CPBS-E was validated on a sample population of 209 elementary school students. The validation results indicated that the two-dimensional CPBS-E scale of classroom problem behavior was a reliable and valid measure. The test-retest reliability was stable at above .80 in most of the subscales. The CPBS-E measure demonstrated high internal consistency of .76-.94. In examining the criterion validity, the scale’s correlation with the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C) was high and the aggression and withdrawn subscales of the CPBS-E demonstrated high correlations with externalization and internalization, respectively, of the Child Behavior Checklist - Teacher Report Form CBCL-TRF). In addition, the factor structure of the CPBS-E scale was examined using the structural equation model and found to be acceptable. The results are discussed in relation to implications, contributions to the field, and limitations.

Pathway barricade from peer bullying victim experience to bystander’s negative behavior: Teacher’s role in classroom

Sun-Ah, Lim | 2019, 16(3) | pp.453~470 | number of Cited : 2

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Development of RPG-based Cognitive Behavioral Group Therapy for Reducing Delinquency in Adolescents

Seonghoon Bae , Sungeun You | 2019, 16(3) | pp.471~499 | number of Cited : 4

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The purpose of this study was to develop a program that reduces adolescent delinquency and enhances adolescents’ social problem-solving, emotional regulation, and self-control skills and to assess the effectiveness of the program. The program was administered in the form of a role-playing game (“RPG”) to increase the participants’ motivation to participate in and the effectiveness of the therapy. The subjects in this study were 36 adolescents who engaged in delinquent behavior and their 18 homeroom teachers in middle schools located in Seoul and Gyeonggi Province. The subjects were randomly assigned to the experimental group or the comparison group. The experimental group received the proposed RPG-based cognitive behavioral group therapy while comparison group received problem-solving group therapy. Teachers in the experimental group were educated about how to guide their students following each therapy session while teachers in the comparison group did not receive any education. The dependent variables in this study were incidences of delinquent behavior and social problem-solving, emotional regulation, and self–control skill level. Each variable was assessed before treatment, immediately after the end of the full treatment program, and two months after the end of the full treatment program. At the end of the full treatment program, the experimental group engaged statistically significantly in fewer delinquent behaviors and displayed statistically significantly higher levels of social problem-solving, emotional regulation, and self–control skills than the comparison group. These differences persisted until the assessment two months after the end of the full treatment program. Moreover, the experimental group reported higher levels of satisfaction with the treatment program than the comparison group. The findings of this study suggest that this RPG-based cognitive behavioral group therapy program is effective at reducing adolescent delinquency, improving adolescents’ social and emotional management techniques and strategies for avoiding delinquency, and in motivating delinquent adolescents to engage more actively in treatment.

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Journal Central

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

2019, Vol.16, No.3