The Effects of Self-Acceptance, Social Support and Internal Locus of Control on Speech Anxiety in Elementary School Students

Kim, Yun-Jeon; Park, Boo-Jin

doi:10.7466/jkhma.2012.30.1.041

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…이러한 해석은 내부통제성이 학업지연행동의 원인이 될 수 있다 는 것을 보여 준다. 내부통제성이란 전반적인 상황에서 자신이 스 스로의 내적 상태와 행동을 결정하고 원하는 결과를 이루어 낼 수 있다는 믿음이다 (Glasser, 2004;Rotter, 1966) (Choi & Lim, 2018;Kim & Park, 2012;Kwon, 2002;Lee, 2007) Deci & Ryan, 1985;Deci et al, 1991). 자율적 동기는 내면의 흥미 에 따라서 자발적으로 행동하게 하는 내적 조절 동기와 욕구를 충 족하기 위해 자신의 가치관과 일치하는 행동을 하도록 하는 확 인된 조절 동기가 함께 작용하는 상태이다 (Deci & Ryan, 1985).…”

Section: 서승희•박주희unclassified

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance

Seo,

Park

2023

Hum. Ecol. Res

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The purpose of this study was to investigate whether internal control, autonomous motivation of middle school students, and perceived parental pressure on academic performance affect academic procrastination, while verifying the moderating roles of autonomous motivation and parental pressure on academic performance. The participants were a total of 371 middle school students. Academic procrastination, internal control, autonomous motivation, and parental pressure on academic performance were measured using the Procrastination Inventory (Aitken, 1982) revised by Jeon and Park (2014), the Internal-External Control Scale (Ko, 2014), the Academic Self-Regulation Questionnaire (Ryan & Connell, 1989) revised by Kim (2002), and the Scale of Kang (2003), respectively. The collected data was analyzed using SPSS 26.0 and a Process Macro Model 2 (multiple additional modulation effect). The results of the study are summarized as follows. First, middle school students' internal control, autonomous motivation, and perceived parental pressure on academic performance directly affected the students’s academic procrastination. Second, the moderating role of parental pressure on academic performance was significant. On the other hand, the moderating role of autonomous motivation was not significant. In conclusion, the results of this study suggest that in order to reduce and prevent academic procrastination it is important to improve internal control by helping middle school students become confident enough to believe that they have the ability to change their behavior and achieve their aims. At the same time, parents need to be interested in the process rather than only the academic performance of their children and support their autonomy.

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Section: 서승희•박주희unclassified

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance

Seo,

Park

2023

Hum. Ecol. Res

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The Influence of Traumatic Experience and Post-Event Rumination on Social Anxiety: The Mediating Effects of Self-Compassion

Lee

Park

2019

Stress

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Background: This study aims to analyze the effects of traumatic experience and post-event rumination which are known as occurrence and maintenance factors of social anxiety and verify the mediating effect of self-compassion to the relationship between traumatic experience and post-event rumination. Methods: This study targeted 421 university students as research tools. Social Interaction Anxiety Scale (SIAS), Speech Anxiety Scale (SAS), Traumatic Experience Scale, Post-event Rumination Questionnaire (PRQ) and Korean-version of the Self-Compassion Scale (K-SCS) were used. The study results are as follows. Results: The results showed that social anxiety was high and self-compassion was low when traumatic experience was more frequent and post-event rumination was more frequent. Self-Compassion showed mediating effect in traumatic experience, post-event rumination and social anxiety. It can be interpreted that self-compassion indirectly reduces social anxiety. Conclusions: While existing social anxiety-related studies have been mostly focused on negative cognition, this study explored self-compassion as a positive variable to reduce social anxiety. In conclusion, this study shows the importance of self-compassion promotion, traumatic experience and post-event rumination in therapeutic intervention for people who experience social anxiety. Including this, the study has discussed its limitations and made suggestions.

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The Effects of Self-Acceptance, Social Support and Internal Locus of Control on Speech Anxiety in Elementary School Students

Cited by 2 publications

References 35 publications

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance

The Effect of Internal Control on Academic Procrastination among Middle School Students: The Moderating Roles of Autonomous Motivation and Parental Pressure on Academic Performance

The Influence of Traumatic Experience and Post-Event Rumination on Social Anxiety: The Mediating Effects of Self-Compassion

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