Human Ecology Research

The Korean Home Economics Association (대한가정학회)
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The Effect of Socially Prescribed Perfectionism in Upper Elementary School Students on Their Interpersonal Anxiety: The Sequential Mediating Effect of Dichotomous Thinking and Rejection Sensitivity

초등학교 고학년 아동의 사회부과 완벽주의가 대인불안에 미치는 영향: 이분법적 사고와 거부민감성의 순차적 매개효과

  • Youngseo Kang (Department of Child & Family Studies, Counseling, Yonsei University) ;
  • Ju Hee Park (Department of Child & Family Studies, Yonsei University)
  • 강영서 (연세대학교 아동.가족학과 상담 전공) ;
  • 박주희 (연세대학교 아동.가족학과)
  • Received : 2023.12.14
  • Accepted : 2024.02.06
  • Published : 2024.02.28
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Abstract

This study examined the effects of perceived discrimination on multicultural adolescents regarding feelings of This study examined the direct effect of socially prescribed perfectionism on interpersonal anxiety in upper elementary school students and the sequential mediating effect of dichotomous thinking and rejection sensitivity on this relationship. The sample comprised 306 upper elementary school students (grades 4 to 6; 149 boys, 48.7%) in Seoul, Incheon, and Busan. The Data were collected through an online self-report questionnaire completed by the participants and analyzed using SPSS version 27.0 and MPlus version 8.7 software. The analyses revealed three key findings. First the direct effect of socially prescribed perfectionism on interpersonal anxiety was not statistically significant. Second dichotomous thinking mediated the relationship between socially prescribed perfectionism and interpersonal anxiety, whereas rejection sensitivity did not. Finally, socially prescribed perfectionism influenced interpersonal anxiety through the sequential mediation of dichotomous thinking and rejection sensitivity. In conclusion, although socially prescribed perfectionism does not directly influence interpersonal anxiety, children may experience interpersonal anxiety in situations involving dichotomous thinking due to socially prescribed perfectionism, leading to rejection sensitivity. These findings suggest that interventions for interpersonal anxiety in upper elementary school students should focus on psychological problems attributed to socially prescribed perfectionism.

Keywords

References

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