This study identified the relational paths between children’s ego function and fear of negative evaluation affecting academic failure tolerance across three grades. The ego function consisted of four factors: competence, initiative, resilience, and sociality. In total, data of 872 elementary school students (Grade 1–3) in South Korea were collected through parent-reported questionnaires. Results reflected various paths between these variables. Firstly, in all three grades, greater initiative and resilience and less fear of negative evaluation resulted in higher tolerance for academic failure. In particular, fear of negative evaluation was found to fully mediate the effect of academic failure tolerance on resilience. Secondly, notable differences in paths were found among grade levels. For first grade students, competence lowered the fear of negative evaluation and academic failure tolerance. For second grade students, initiative had an indirect effect on academic failure tolerance through fear of negative evaluation. For third grade students, sociality lowered the fear of negative assessment and increased academic failure tolerance. Fear of negative evaluation partially mediated the relationship between first graders’ competence, second graders’ initiative, and third graders’ sociality and academic failure tolerance. Conclusively, children’s ego function is an important factor affecting academic failure tolerance, and the fear of negative evaluation mediates the relationship between the two variables. The four factors of ego have been found to have a different impact on each grade level. In consideration of effectiveness and sustainability, viable methods of psychological intervention to improve children’s academic motivation, specifically created to meet the needs of children at each grade level, are necessary. This study is meaningful in that it provides applicable results for sustainability-based psychological interventions to improve children’s academic failure tolerance.
The purpose of this study was to explore the current state of nursing ethics research in Korea by analyzing original research articles published in the Korean Citation Index from 2009 to 2016. A total of 87 articles were analyzed and summarized in terms of topic, study respondent, design, publishing journal, and keywords. The three most frequently studied topics are (a) ethical awareness, (b) attitude and recognition about ethical issues, and (c) nursing ethics education, in order. Study respondents were mainly nurses (44.9%) and nursing students (42.7%). The most frequently used research design was survey (74.2%), and most articles were published in non-nursing journals. On the basis of these results, several recommendations concerning research topics, methodologies, and suggestions for the future nursing ethics research were made.
The current study examined soccer participants' perceptions of transfer effects of baduk. The responses from the participants were categorized into positive and negative transfer effects. [METHOD] A total of five current soccer players who had certain level of baduk training or capability participated. A qualitative research design, phenomenology (Colaizzi, 1978), including unstructured in-depth interviews, was adopted. [RESULT] Participants perceived techniques, physical fitness, mental skills, and strategies as main contributors to soccer performance. They felt some differences between soccer and baduk. Soccer was viewed as a team-oriented open activity which looks for possibilities, while baduk a individual-oriented closed skill which focuses on 'accuracy'. They felt that strategy, relativity, applicability, attentional ability, analysis and decision making were common characteristics for both soccer and baduk. Analytic ability, comprehension ability, and mental skills were ranked as top elements that learned from baduk training and contributed to positive transfer toward soccer performance. Before competition, major positive transfer factors included comprehension of strategies, imagery ability, and effort. During competition thoughtful play, outlook, concentration, winning spirit, perseverance, and rational thoughts were considered as positive transfer factors. Physical fitness was perceived as an element of negative transfer. [CONCLUSION] Some psychological and strategic attributes gained from baduk training were found to be facilitators of positive transfer to soccer performance. The results was discussed in terms of their implications for future research on impacts of perceived transfer on actual performance in soccer or other sports.
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