• Korean Journal of School Psychology
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• v.16 no.3
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• pp.265-281
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• 2019

This study, for the first time, examined predictive validity of stress mindset-the beliefs about the effects of stress-on perceived stress and self-control in college students. To do so, 159 college students completed self-reported questionnaires on stress mindset, perceived stress, and self-control. The results indicated that compared to students who believed stress can be utilized, those who believed stress is strictly harmful tended to experience higher level of stress, which, in turn, predicted lower self-control. These findings suggest that changing college students ' stress mindset may be a good way to help them to thrive mentally and behaviorally.

• Journal of Convergence for Information Technology
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• v.10 no.11
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• pp.156-167
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• 2020

The purpose of this study is to analyze the influence of the mindset on stress and job performance. For the analysis, a questionnaire is conducted for cabin crew members in K airlines, and a total of 266 copies are used for the final analysis. To verify the hypotheses of the study, frequency analysis, exploratory factor analysis, reliability analysis, confirmatory factor analysis, measurement model analysis, validation of the measuremen model, and structural equation model analysis are used based on the questionnaire. First, it is confirmed that the mindset had a negative (-) effect on the cabin crew's role stress, reward stress and relationship stress. Second, it is found that cabin crew's reward stress have a negative (-) effect on job performance. On the other hand, relationship stress is found to have a positive influence on job performance and there is no significant result in effect with role stress. Third, the mindset showes a significant positive impact relationship on job performance. As a result, it is necessary to introduce a mindset intervention program so that it can be applied in practical work. These research results confirm the positive effects of mindsets and show that they contribute to organizational performance. In addition, it is necessary to prepare a program to change the mindset of airline cabin crew and to be applied in actual work.

• Korean Journal of School Psychology
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• v.16 no.3
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• pp.231-263
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• 2019

The purpose of this study was to verify the effects of growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships in the group coaching program for the promotion of growth orientation for university students based on the model of the social-cognitive approach to motivation. The program consisted of eight topics: growth orientation, growth mindset and brain plasticity, self-directed goal setting, talent which is a product of ongoing effort, failure attitude and perspective change, positive emotion, thinking and behavior, value of growth orientation and self-coaching, respectively. The program comprised a total of eight sessions, 120 minutes each, and the final program was completed through a preliminary experiment with three university students. In order to verify the effectiveness of the program, 48 university students were divided into 16 in the experimental group, 16 in the comparative group, and 16 in the control group. The experimental group participated in the group coaching program to enhance the growth orientation based on the model of the social-cognitive approach to motivation developed in this study, the comparative group participated in a learning goal orientation improvement program based on an incremental implicit theory, and the control group did not carry out any program. Three groups were tested in pre, post, follow-up1(after 1 month) and follow-up2(after 3 months) in order to growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships. We performed analysis to confirm the homogeneity to the data of the three groups and to verify the interaction effects between times and groups. As a result, it was confirmed that the group coaching program to promote growth orientation, life satisfaction, perceived stress, positive psychological capital and interpersonal relationships had statistically significant effect and was more effective than the comparative program due to the larger effective size. Also, we confirmed that the coaching effect was sustained after the program was finished and more effectively maintained than the comparative program. Based on the results of this study, this study has academic implications because it verify the effectiveness of the group coaching for the promotion of the growth orientation by scient ic method.

• Korean Journal of Occupational Health Nursing
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• v.30 no.2
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• pp.68-77
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• 2021

Purpose: This study was conducted to investigate the mediating effects of mindfulness and growth mindset on the relationship between occupational stress and happiness among clinical nurses. Methods: The participants were 220 clinical nurses working in two hospitals in D city. Self-report questionnaires were used to collect the data, which were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, hierarchical multiple regression, and Sobel test. Results: Occupational stress had significant negative correlations with happiness, mindfulness, and growth mindset. On the other hand, mindfulness and growth mindset had significant positive correlations with happiness. Meanwhile, partial mediating effects of mindfulness and growth mindset were found on the relationship between occupational stress and happiness. Conclusion: Mindfulness and growth mindset can play an important role in buffering the negative influence of occupational stress on the happiness of clinical nurses. Therefore, interventions that ease occupational stress and encourage mindfulness and growth mindset are recommended to increase happiness among clinical nurses.