The Effects of Ego Strength, Failure Tolerance, and Performance Anxiety on School-Age Children’s School Class Adjustment: A Focus on Gender Differences

김, 세영

doi:10.5723/kjcs.2016.37.2.13

Cited by 3 publications

(4 citation statements)

References 21 publications

(4 reference statements)

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“…Firstly, among the four ego functions, initiative was identified as having the most impact on academic failure tolerance for all grades. This is consistent with the study of sixth graders [3], which found that the stronger the initiative, the lower the academic failure tolerance and the higher the school adaptability. Initiative is a concept that includes performance, drive, self-control, and control over the initiative to achieve goals [15].…”

Section: Discussionsupporting

confidence: 91%

“…Initiative is a concept that includes performance, drive, self-control, and control over the initiative to achieve goals [15]. Initiative is a psychological feature established in infancy and fully reinforced at school-age, and is referred to as a major variable that affects not only academic motivation but also lifelong learning after adolescence and adulthood [3,28,29]. Indeed, ref.…”

Section: Discussionmentioning

confidence: 99%

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The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation

KIM¹,

Choi²

2020

Sustainability

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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.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation

KIM¹,

Choi²

2020

Sustainability

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“…By examining the influence of the ego power of school-age children, on the adjustment of their school classes. The results of this study in male students, ego power had a significant direct effect on the adjustment of school classes (9).…”

Section: Discussionmentioning

confidence: 51%

“…The power of the ego was found to be a variable that had a significant effect on life satisfaction (8). Se Young Kim (2016). By examining the influence of the ego power of school-age children, on the adjustment of their school classes.…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of the ego competency model in improving students’ ability to use coping mechanisms

Angriani¹,

Jaya²,

Sukriyadi³

et al. 2022

World J. Adv. Res. Rev.

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The ego competency model (ECM) presented to students in a structured education program uses a pre-experimental design with a one group pre- and posttest approach to evaluate whether the ego competency model will result in an increase in ego competence while improving adaptive coping. This study aims to assess the effectiveness of the ego competency model in improving students' ability to use coping mechanisms. A pre-experimental design with a pretest group and a posttest approach was chosen to carry out the study. A total of 30 students were selected using a simple random sampling technique while studying at selected private schools in Makassar for the ego competency model intervention (14 sessions; each learning session is 50 minutes). Primary outcomes will include post-intervention effects on students' use of adaptive coping mechanisms. The pretest mean for coping mechanisms was 3.77 ± 1.69, which increased to 8.97 ± 0.72 in the posttest. The results showed that the ego competency model was effective in improving students’ ability to use coping mechanisms was statistically significant, p = 0.001

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Influence of ego resilience on school adaptability among primary school lower-grade children

Jin

et al. 2021

Journal of Psychology in Africa

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The Effects of Ego Strength, Failure Tolerance, and Performance Anxiety on School-Age Children’s School Class Adjustment: A Focus on Gender Differences

Cited by 3 publications

References 21 publications

The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation

The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation

The effectiveness of the ego competency model in improving students’ ability to use coping mechanisms

Influence of ego resilience on school adaptability among primary school lower-grade children

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