Earticle

The main purpose of the study was to examine the mediating effects of emotional regulation on the relationship between adolescents’ perceived parenting attitude and social competence. The subjects were 400(212 male, 188 female) students attending three high schools in M City. Statistical analysis of data were Pearson’s correlation coefficient, confirmatory factor analysis and structural equation modeling. SPSSWIN 26.0 and AMOS 20.0 were used for data analysis. The results were as follows: First, adolescents’ perceived parenting attitude was positively correlated to social competence and adolescents’ perceived parenting attitude was also positively correlated to emotional regulation competence. Second, adolescents’ emotional regulation competence had full mediating effects on the relationship between perceived parenting attitude and social competence. Third, adolescents’ perceived parenting attitude did not have direct effects on social competence but positive indirect effects on social competence. Fourth, as a result of analyzing the mediating effects of emotional regulation competence on the relationship between perceived parenting attitude and social competence, it was found that adolescents’ perceived parenting attitude had significant indirect effects on social competence.

This research examines the effect of interpersonal problem influenced by self-differentiation and aim on verifying mediating effect of basic psychological needs between them. For this research, the total of 327 data was collected by conducting on/off-line survey to 4-year-course university students on both genders, and the data was analyzed by SPSS 21.0 and Amos 18.0. Also, bootstrapping examination technique was conducted to verify the significance evaluation of mediating effect based on verified research model. Summarizing the research result, Firstly, self-differentiation and interpersonal problem showed negative corelation as the interpersonal problem reduce as self-differentiation level is high. Secondly, self-differentiation and basic psychological needs showed static corelation as the basic psychological needs are fulfilled as the self-differentiation level is high. Thirdly, the research showed the basic psychological needs between self-differentiation and interpersonal problem are partially mediated. Therefore, the research can be interpreted as the basic psychological needs are satisfied when the self-differentiation level is high, leading to reduce interpersonal problem, accordingly.

The purpose of this study is to explore population changes of children and youth with migration backgrounds and related major issues of educational support. For this, focus group interviews were used as a research method. Research participants were 22 experts working in the educational and related service fields. Interview data were transcribed and analyzed through repeated comparative method. The results were categorized under the two main themes such as population changes of migrant children and youth and faced difficulties experienced by the participants in the related fields. In terms of population changes, there were increase of children not included in ‘ideal’ multicultural family category; children of refugees from North Korea and other countries, and returnee families; cases out of typical multicultural families; and cases of stably settled families. In terms of difficulties, there were still public school entrance barriers reported. Those included difficulties of preparing academic backgrounds proof and related documents, irrelevant resident status, school principal’s authority deciding migrant children’s school entrance and insufficient initial educational support. In addition, educational fields experienced difficulties related with unfamiliar administrative work and individual teachers’ burn-out dealing with migrant background kids. Based on these results, several issues were discussed for the youth with migrant backgrounds and multicultural polices.

The purpose of this study is to clarify the effects of parent support, teacher support and friend social support for multi-cultural youth on their school adaptation and to analyze the moderating effects of achievement motivation. This study analyzed 1,329 adolescents from 2016 multi-cultural youth panel data. As a result of analysis, first, it was found that social support and achievement motivation had positive effects on school adaptation, and that there was also the moderating effect of achievement motivation. Second, it was found that parent support, friend support, teacher support, and achievement motivation had positive (+) effects on adaptation to peer relationship. And it was found that achievement motivation had moderating effects on parent support (+) and friend support (-). Third, it was found that parent support, friend support, teacher support, and achievement motivation had no effect on adaptation to academic life. Fourth, it was found that parent support, friend support, teacher support, and achievement motivation had positive effects on adaptation to relationship with teacher. And it was found that achievement motivation had a moderating effect on parent support (+). The above results suggest that social support and achievement motivation are important factors necessary for multi-cultural youth's school adaptation.

A youth training facility is a facility unique to youth activities in which youth activities are systematically and systematically developed, and has a functional value as a useful space for adolescents to accumulate experiences through experiences. The purpose of this study is to analyze the current status of specialized facilities installed in public youth training facilities and programs used in specialized facilities to enable installation and operation of advanced specialized facilities in the future, focusing on public youth training facilities in City B. As a result of the study, youth training facilities require specialized facilities for young people, and young people training facilities that meet the needs of young people are operated in accordance with their identity as youth training facilities. In addition, specialized facilities should be constructed with a different concept for each facility in accordance with the changing needs of youth, and expanded to various areas by recruiting experts suitable for each specialized facility and equipping the experts as youth leaders. It was confirmed that achieving a more smooth and suitable operating model can be. Specialized facilities to be installed in youth training facilities should be spaces that show symbolicity as a place for specialized program activities, and involvement of youth facility experts for sustainable eco-friendly architectural spaces as well as realizing an organic space suitable for the operation of specialized activities programs.

This study was conducted with male protected boys who received No. 10 disposition, who were in the reformatory. Six participants were selected and through in-depth interviews the researchers examined what experiences they had in reformatory and what their experiences mean to them. The research method was analyzed through Giorgi’s phenomenological research procedure, a qualitative research method. As a result of the study, 4 essential elements and 15 sub-elements were derived. The four essential elements were ‘big change in living environment’, ‘conflict and adaptation’, ‘reflective reflection and change’, and ‘worries about new life’, Through these components, experiencing the process of adaptation to the reformatory, its accompanying conflicts and the need for a new start after being discharged from the reformatory were discovered as the subject of this study. Based on the results of this study, finally, it was intended to contribute to providing a more practical and systematic reformatory education program.

The purpose of this study is to investigate the effects of Self-Reliance support programs and Practitioners who provide self-reliance services on Self-Reliance competencies focusing on the mediating effects of Independence Willingness. For this purpose, The survey was conducted on 128 who live at the Child care facilities and Group homes in Gang-won Province. The collected data were analyzed by using technical statistical analysis, correlation analysis, regression analysis and Sobel test. According to the research results, The positive perception of Self-Reliance support programs and Practitioners has been shown to be related to the Self-Reliance abilities of children in Institutional care. It was also confirmed that children with a high positive perception of Self-Reliance support programs and Practitioners will has the higher Independence willingness. At the same time, Self-Reliance support programs and Practitioners affected Self-Reliance competencies of institutionalized children by mediating Independence willingness. From these results, It is expected that this study will enhance the quality of self-reliance support programs for institutionalized children and the competence of practitioners by paying attention to Independence willingness of children in institutional care.