Jul 2026· The Korea Association of Yeolin Education· Vol 34, pp. 1-19· 0 citations
Abstract
This study examined the effect of self-directedness on global competence among university students and verified the mediating role of self-leadership within this relationship. An online survey was conducted with students enrolled at a four-year university, S University, located in the Seoul metropolitan area, and a total of 247 valid responses were used for the final analysis. The collected data were analyzed using SPSS 21.0 and PROCESS Macro 4.3 through descriptive statistics, correlation analysis, and mediation analysis. The main findings are as follows. First, the total effect of self-directedness on global competence was statistically significant (Effect=.089, p<.05, 95% CI=.006–.173), indicating that students with higher levels of self-directedness tended to have higher levels of global competence. Second, the analysis of the mediating pathway of self-leadership showed that self-directedness had a significant positive effect on self-leadership (Effect=.244, p<.001, 95% CI=.160–.329), and self-leadership also had a significant positive effect on global competence (Effect=.440, p<.001, 95% CI=.327–.552). In addition, the indirect effect of self-directedness on global competence through self-leadership was statistically significant (Effect=.107, Boot S.E.=.027, BootLLCI=.060, BootULCI=.167). Based on these results, this study highlights the importance of developing and implementing educational strategies and programs that foster both self-directedness and self-leadership to enhance overall global competence among university students.
This study was conducted to examine the main variables affecting the Interpersonal Relationships of the university students’ Self-Concept, Self-Control, Parental-Child Relationship and apply them to the scene of the university counseling. To this end, a total of 353 copies were analyzed using the measures of Self-Concept, Self-Control, Parental-Child Relationship and Interpersonal Relationship satisfaction of university students in the K region. First, the data were analyzed using the means and correlation of Self-Concept, Self-Control, Parental-Child Relationship and Interpersonal relationship. And t-test was performed to compare the differences in each variable according to gender. Finally, multiple regression analysis was conducted to identify the major variables affecting interpersonal relationships of university students.Tthe results of the study were as follws: First, university students’ self-concept was positively significant with self-control, parent-child relationship, and interpersonal relationships. Second, female students’ social self-concept and sensitivity (interpersonal relations) were significant as they scored higher than male students. Third, the major variable influencing interpersonal relationships was self-concept, and when examined specifically, it was found to be body, morality, society, and ability self-concept. The significance of this study is that the main variable influencing college students’ interpersonal relationships is self-concept, confirming that the views or beliefs about oneself are more influential than self-control or parent-child relationships.
Su Kyung Ha· Korean Academy Welfare Couns...· 0 citations
This study aimed to examine the effects of self-esteem, academic engagement, and cooperation on life satisfaction among sixth-grade elementary school students, and to verify the mediating effect of school-life adjustment in these relationships. The data were drawn from the third-year dataset of the Korean Children and Youth Panel Survey (KCYPS) 2018, conducted by the National Youth Policy Institute in 2020, with a total of 2,607 participants. Data analysis was conducted using IBM SPSS Statistics 25.0 and PROCESS Macro version 4.3 (Model 4). Correlation analysis and bootstrapping-based mediation analysis were performed to test the proposed relationships.
The results were as follows. First, self-esteem, academic engagement, and cooperation all had significant positive effects on school-life adjustment. Second, self-esteem, academic engagement, and school-life adjustment showed significant positive effects on life satisfaction, whereas cooperation did not have a significant direct effect on life satisfaction. Third, school-life adjustment was found to have a significant mediating effect in the relationships between self-esteem, academic engagement, cooperation, and life satisfaction. In particular, cooperation influenced life satisfaction indirectly through school-life adjustment rather than through a direct path.
These findings suggest that enhancing school-life adjustment plays a crucial role in improving life satisfaction among elementary school students and highlight the importance of educational interventions that support both individual psychological factors and school-life adjustment.
Yeonju Kang, Sohee Jung· Global Venture Research Inst...· 0 citations
This study examined the mediating role of grit in the relationship between resilience and self-esteem among pre-service teachers. A total of 281 pre-service teachers, selected through convenience sampling appropriate for the study, which employed a correlational survey method, participated in the study. Data were collected using the Personal Information Form, the Self-Love and Self-Efficacy Scale, the Brief Grit Scale, and the Brief Resilience Scale. The analysis was executed using SPSS 26 and AMOS 24 software. A regression-based path analysis was conducted in AMOS 24 to perform the mediation analysis. Correlation analysis revealed a significant and positive relationship between the predictor and predicted variables. Regression analysis showed that an individual’s level of resilience and grit significantly predicted self-esteem. It was found that the effect of resilience (independent variable) on self-esteem (dependent variable) decreased after including the grit variable in the model. Thus, grit was found to play a partially mediating role in the relationship between resilience and self-esteem. The results suggest that including activities in teacher-education programmes that are designed to foster resilience and grit may boost pre-service teachers' self-esteem.
Purpose: The present study aimed to examine the mediating role of self-compassion in the relationship between academic self-efficacy and academic resilience among university students in Dhi Qar. Methods and Materials: This descriptive-correlational study employed a structural equation modeling approach. The statistical population included university students in Dhi Qar during the 2022–2023 academic year, and a total of 345 participants were selected using purposive sampling. Participants completed three standardized instruments: the Academic Resilience Scale (ARS), the Academic Self-Efficacy Questionnaire (ASEQ), and the Self-Compassion Scale (SCS). Descriptive statistics, Pearson correlation coefficients, multiple regression analysis, path analysis, and bootstrapping were used for data analysis via SPSS and AMOS version 23. Findings: The results showed that academic self-efficacy had a significant positive correlation with both self-compassion (r = 0.54, p < .01) and academic resilience (r = 0.53, p < .01), while self-compassion also correlated positively with academic resilience (r = 0.50, p < .01). Path analysis indicated that academic self-efficacy significantly predicted self-compassion (β = 0.519, p < .001) and academic resilience (β = 0.529, p < .001), explaining 26.9% and 27.9% of their variances, respectively. Self-compassion also had a significant direct effect on academic resilience (β = 0.461, p < .001), accounting for 21.2% of its variance. Bootstrap and Sobel test results confirmed the significant mediating role of self-compassion in the relationship between academic self-efficacy and academic resilience (indirect effect = 0.288, CI [0.201, 0.379]). Conclusion: The findings highlight the importance of self-compassion as a key emotional mechanism through which academic self-efficacy enhances academic resilience.
Ghaffar Kamil Chyad Al-Rikabi, Hadi Farhadi, Wisam Najm Mohammed Aljawabir et al.· The Iranian Journal of Neuro...· 2 citations
Objective: School connectedness serves as a critical protective factor for academic achievement and mental health among adolescents. However, vocational college students generally report lower levels of school belonging and encounter complex psychological adaptation challenges. Drawing upon social cognitive theory, this study constructed a chain mediation model to investigate the relationship between proactive personality and school connectedness, with a particular focus on the sequential mediating roles of core self-evaluation and coping self-efficacy. Methods: A total of 2,081 vocational college students (66.9% male) completed self-report measures of proactive personality, core self-evaluation, coping self-efficacy, and school connectedness. All instruments demonstrated satisfactory reliability, with Cronbach’s α coefficients ranging from 0.840 to 0.972. Data were analyzed using SPSS 26.0 and PROCESS macro, and the significance of indirect effects was tested using a bias-corrected bootstrap procedure with 5,000 resamples. Results: Correlation analyses indicated that proactive personality was positively correlated with core self-evaluation ( r = 0.510, p < 0.001), coping self-efficacy ( r = 0.860, p < 0.001), and school connectedness ( r = 0.622, p < 0.001). Regression analyses revealed that proactive personality significantly predicted core self-evaluation (β = 0.5098, p < 0.001). Both proactive personality (β = 0.7667, p < 0.001) and core self-evaluation (β = 0.1829, p < 0.001) significantly predicted coping self-efficacy, accounting for 76.43% of its variance. When all predictors were entered simultaneously, core self-evaluation (β = 0.0803, p < 0.001) and coping self-efficacy (β = 0.5169, p < 0.001) remained significant predictors of school connectedness, alongside a significant direct effect of proactive personality (β = 0.1362, p < 0.001). Bootstrap analysis showed that all three indirect pathways were significant: via core self-evaluation alone (effect = 0.0410, 95% CI [0.0201, 0.0635]), via coping self-efficacy alone (effect = 0.3963, 95% CI [0.3334, 0.4607]), and sequentially via core self-evaluation and coping self-efficacy (effect = 0.0482, 95% CI [0.0375, 0.0600]). The total indirect effect was 0.4854 (95% CI [0.4194, 0.5538]), and coping self-efficacy emerged as the predominant mediating mechanism. Conclusion: Proactive personality not only directly and positively predicts school connectedness among vocational college students, but also exerts positive effects through three indirect pathways via core self-evaluation and coping self-efficacy, among which coping self-efficacy emerges as the most prominent mediating variable. These findings provide empirical evidence for the application of the “personality → cognition → belief → behavior” framework of social cognitive theory in the vocational college student population, while also suggesting that enhancing students’ coping self-efficacy may be an effective pathway for vocational colleges to foster school belonging.
Yan Zhang, Kaiyun Li· Advances in Psychology· 0 citations
This study aimed to examine the structural relationships among secondary school teachers’ self-esteem, self-efficacy, intercultural sensitivity, and global citizenship education competency, and to investigate the individual and sequential mediating effects of self-efficacy and intercultural sensitivity on the relationship between self-esteem and global citizenship education competency. Data were collected from 494 middle and high school teachers across South Korea and analyzed using structural equation modeling and bootstrapping with SPSS 30.0 and AMOS 30.0.
The results showed that all hypothesized paths among self-esteem, self-efficacy, intercultural sensitivity, and global citizenship education competency were statistically significant. Self-efficacy and intercultural sensitivity each significantly mediated the relationship between self-esteem and global citizenship education competency. In addition, the sequential mediating effect of self-efficacy and intercultural sensitivity was statistically significant.
These findings indicate that secondary school teachers’ global citizenship education competency is structurally related to self-esteem, self-efficacy, and intercultural sensitivity, and that self-efficacy and intercultural sensitivity play important mediating roles. The findings highlight the importance of considering teachers’ positive self-evaluation, beliefs in their own capabilities, and open and receptive attitudes toward cultural differences. Therefore, efforts to support secondary school teachers’ global citizenship education competency should address psychological factors such as self-efficacy and intercultural sensitivity, alongside knowledge and teaching methods related to global citizenship education.
Unknown authors· The Education Research Insti...· 0 citations
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