Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

This study examined the effects of family differentiation and maladaptive cognitive emotion regulation strategies on interpersonal anxiety in university students and investigated whether each maladaptive cognitive emotion regulation strategy moderated the relationship between family differentiation and interpersonal anxiety. Methods: The participants were 263 university students (129 male; 134 female) from seven universties in Seoul and Gyeonggi province. Interpersonal anxiety, family differentiation, and maladaptive cognitive emotion regulation strategies were measured via the Social Anxiety Scale, Differentiation in the Family Scale, and Cognitive Emotion Regulation Questionnaire, respectively. Data were analyzed by descriptive statistics and hierarchical regressions. Results and Conclusion:The results indicated that the family differentiation level decreased the students' interpersonal anxiety level, whereas the levels of maladaptive cognitive emotion regulation strategies (self-blame, blaming others, catastrophizing) increased interpersonal anxiety. In addition, self-blame strategy moderated the effect of family differentiation on interpersonal anxiety. That is, the influence of family differentiation on interpersonal anxiety was greater when the level of self-blame strategy was high, compared to when it was low.

Objectives: The purpose of the current study was to examine the influences of beliefs in a just world and classroom climate on defending behavior and investigate whether classroom climate moderated the relations between beliefs in a just world and defending behavior. Methods: The participants were 194 children, 4 th to 6 th graders from 11 elementary schools. The data were analyzed by means of descriptive statistics, Pearson's correlation coefficients, and a hierarchical multiple regression. The moderating effects were explored using Johnson-Neyman technique. Results: The outcomes of this study indicated that both belief in a just world for others and classroom climate had positive effects on defending behavior. The higher the level of belief in a just world for others, and the less likely to permit bullying the classroom, the more likely to show defending behavior the students. However, belief in a just world for self had no significant effect on depending behavior. In addition, classroom climate moderated the relation between belief in a just world for self and defending behavior; the effect of belief in a just world for self on defending behavior was greater when the level of classroom climate accepting bullying was low, compared to when it was high. Conclusion: The result suggested that it could be an effective way to help students develop the belief that the world they live in is fair toward themselves and others. Also, it would be necessary to create classroom climates in which bullying is intolerable to encourage students' defending behavior.

Objective: This study aimed to review scales and tests developed for or validated with children and their families that were published in the Korean Journal of Child Studies from 1984 to 2016. Specifically, the purpose of the present study was to analyze the contents and format of the selected instruments, as well as to evaluate their psychometric properties. Methods: Using several databases and journal archives from the Korean Journal of Child Studies, searches were implemented using the key terms: instrument, scale, development, and validation. Instruments from 76 selected studies were reviewed based on several characteristics, such as assessment areas, contents, respondents, responding types, and psychometric properties. Results and Conclusion: First, a majority of the reviewed instruments were developed for infants and children, whereas only one was developed for adolescents. With regard to their specific measurement domains, many instruments focused on social emotional development among children. Second, with a few exceptions, the selected studies provided appropriate evidence for the reliability of the instrument, including its internal consistency, inter-rater reliability, and spilthalf reliability. Many studies also reported on the criterion-related or construct validity of the instrument to establish its validity. Future studies need to develop instruments across diverse developmental areas that collect information from multiple sources and raters. In addition, more evidence on the reliability and validity of the reviewed instruments should be provided to demonstrate their psychometric qualities.

PURPOSE: This study investigated the relationship among hip adduction angle, tibial rotation, and ITB length during an Ober test to determine the most appropriate position for performing the test. METHODS: The study included thirty-nine asymptomatic participants (23 males, 16 females). Their hip adduction angles were measured using the Ober test during three tibial rotation conditions (internal tibial rotation, external rotation, and neutral position). ITB length was calculated by measuring the position of the patella to lateral femoral condyle using ultrasonography (patella-condyle distance; PCD). RESULTS: The relationship among hip adduction angle, tibial rotation, and ITB length was analyzed under the three