This study investigated the associations of psychological and social variables with the likelihood of exhibiting three different behaviors as a bystander in a bullying situation. The sample comprised 238 Korean-American and Korean students, from the 3rd to 12th grades, studying in the USA. Students receiving classmate support showed a lower probability of exhibiting outsider behaviors in a bullying situation as compared to non-involvers, whereas those receiving teacher support showed less likelihood of exhibiting assistant, outsider, and defender behaviors as compared to non-involvers. Furthermore, students showing higher responsibility exhibited a lower probability of being a defender group as compared to the non-involvers, while those showing higher empathy demonstrated a greater probability of being in the defender group over non-involvers. The current study discusses the implications for bullying preventive interventions in school settings.

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This study tested the developmental trajectories of career maturity (CM) and parental attachment (PA), the longitudinal influence of both, and gender as a moderator. Findings showed developmental progressions in adolescents’ PA and CM over 4 years. The change in PA was positively related to the developmental change in CM. For gender, there was a statistically significant difference in the initial status of CM and PA but no significant difference in developmental change. This study verified the longitudinal influence of PA on CM and showed that the cross‐sectional effect of predictors on CM needs to be distinguished from the longitudinal effect in future studies.

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The post‐traumatic growth (PTG) model proposes that cognitive processing is a key mechanism that leads to growth in the aftermath of traumatic events. Building upon the PTG model, the present study examined the paths from the disruption of core beliefs to post‐traumatic stress symptoms (PTSS) and PTG via intrusive and deliberate rumination. The sample includes 370 Korean undergraduate students who reported at least one highly stressful experience in their lifetime. Structural equation modeling demonstrated that disruption of core beliefs predicted PTG both directly and indirectly through multiple pathways: via deliberate rumination, intrusive rumination, and the path from intrusive to deliberate rumination. The disruption of core beliefs positively predicted PTSS only through intrusive rumination. No bivariate relationship was found between PTSS and PTG. These findings support the different roles of intrusive rumination and deliberate rumination in mediating the paths from disruption of core beliefs to PTSS and PTG. Implications and limitations of this study were discussed.

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The authors investigated disruption of core beliefs, deliberate rumination, and perceived social support as each might relate to posttraumatic growth (PTG) for a sample of 1,121 Korean undergraduate students. Results from a structural model supported the hypothesized relationships among the 2 cognitive factors, social support, and PTG. The higher the students' levels of disruption of core beliefs and perceived social support, the higher their level of deliberate rumination, and both deliberate rumination and perceived social support were positively related to PTG. The results illustrate that both personal and social factors are essential in buffering against felt trauma but might further contribute to unique forms of growth after the experience of a traumatic event.

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