• Human Ecology Research
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• 제62권1호
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• pp.165-179
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• 2024

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.

• Human Ecology Research
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• 제57권2호
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• pp.281-293
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• 2019

This study aimed to examine the effects of socially prescribed perfectionism, sleep duration, and sleep quality on suicidal ideation in Korean high school students and to investigate if sleep duration and quality moderated the relationship between socially prescribed perfectionism and suicidal ideation. The participants of this study were 840 students (544 boys and 296 girls) from six high schools located in Seoul and Gyeonggi-do. The Suicidal Ideation Questionnaire (Reynolds, 1988) was used to measure suicidal ideation. And the socially prescribed perfectionism was assessed by the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991). The students were asked to respond to a question regarding how long they slept a day as well as the Sleep Quality Scale (Yi, 2005). The data were analyzed with descriptive statistics and hierarchical regressions. The moderating effect of sleep duration and quality were investigated using the analysis procedures proposed by Baron and Kenny (1986). The results showed that the level of socially prescribed perfectionism and sleep quality increased the level of suicidal ideation. In addition, sleep quality moderated the relationship between socially prescribed perfectionism and suicidal ideation. The effect of socially prescribed perfectionism on suicidal ideation was greater when sleep quality was poor, compared to when it was good.

• 대한가정학회지
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• 제45권10호
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• pp.83-95
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• 2007

The purpose of this study was to investigate the effect of parental attachment on the subjective well-being of undergraduate students and the role of perfectionism. Undergraduate students(N=416) were administered a questionnaire on parent and peer attachment, and the results were characterized by the well-being scale, and multidimensional perfectionism scale. The results indicated that trust had a positive effect on life satisfaction, whereas isolation had a negative effect on life satisfaction. Parental communication had a positive effect on self-oriented perfectionism and socially prescribed perfectionism. Self-orientated perfectionism and socially prescribed perfectionism had a positive effect on positive affection and life satisfaction and, socially prescribed perfectionism had a positive effect on negative affection. A hierarchial strategy for multiple regression was conducted to examine the role of perfectionism. The result indicated that self-oriented perfectionism mediated the effect of communication on positive affection, and socially prescribed perfectionism mediated the effect of trust on negative affection. In addition, socially prescribed perfectionism mediates the effect of isolation on negative affection.

• 대한가정학회지
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• 제50권5호
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• pp.1-12
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• 2012

The purpose of this study is to examine: (1) the relationships among socially prescribed perfectionism, pessimism, and emotional problems represented by levels of depression and anxiety in children; and (2) whether or not pessimism mediates the relationship between children's socially prescribed perfectionism and emotional problems. 441 fifth and sixth graders residing in the national capital region participated in the study. Their data were collected with self-reported questionnaires in school class settings. Descriptive statistics and Pearson's product correlation coefficients were obtained using SPSS (version 18.0), and tests of the mediation were performed using SEM with AMOS (version 20). Significant correlations between children's socially prescribed perfectionism, pessimism, and emotional problems exist. Also, pessimism appears to partially mediate the relationship between children's socially prescribed perfectionism and emotional problems. These results seem to indicate that mitigating pessimism could reduce the possibility of experiencing emotional problems, such as depression and anxiety, in children who have strong beliefs to live up to the high standards, set unrealistically by others.

• 아동학회지
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• 제35권1호
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• pp.61-76
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• 2014

This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children's test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.

• 벤처혁신연구
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• 제5권2호
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• pp.67-84
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• 2022

본 연구는 직장인의 사회부과 완벽주의가 주관적 안녕감에 미치는 영향에서 특성 불안과 소진의 이중매개효과 검증을 하고자 하였다. 이를 위하여 300명의 직장인을 대상으로 설문을 실시하여 사회부과 완벽주의, 주관적 안녕감, 특성 불안, 소진을 측정하였고, 변인들의 영향 관계와 매개효과를 검증하기 위해 SPSS PROCESS Macro를 사용하였으며, Bootstrapping 방법을 활용하여 매개효과의 유의성을 분석하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 사회부과 완벽주의는 특성 불안, 소진과 유의한 정적 상관을, 주관적 안녕감과는 부적 상관을 나타났고, 특성 불안은 소진과 정적 상관을, 주관적 안녕감과는 부적 상관을 나타냈으며, 소진은 주관적 안녕감과 부적 상관이 나타났다. 둘째, 사회부과 완벽주의와 주관적 안녕감 간에 특성 불안과 소진이 각각 완전매개를 하는 것으로 밝혀졌다. 셋째, 사회부과 완벽주의와 주관적 안녕감 간의 관계에서 특성 불안과 소진의 순차적 이중매개 효과가 확인되었다. 본 연구의 결과는 사회부과 완벽주의가 주관적 안녕감에 영향을 미치는 심리적 기제를 밝힘으로써, 사회부과 완벽주의가 높은 사람의 주관적 안녕감을 향상시키기 위하여 완벽주의 그 자체를 다루기보다 과정 변인으로서 특성 불안과 소진을 다루는 것이 더욱 효과적일 수 있음을 시사한다.

• 대한가정학회지
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• 제50권1호
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• pp.15-28
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• 2012

The purpose of this study was to examine: (1) the relationships among two dimensions of children's perfectionism (both self-oriented and socially prescribed), and levels of depression, anxiety, and self-esteem; (2) whether or not self-esteem mediates the relationship between children's self-oriented perfectionism, and depression and anxiety; and (3) whether self-esteem mediates the relationship between socially prescribed perfectionism, and depression and anxiety. The participants were 406 fifth and sixth graders. Their data were collected with questionnaires. It was found that there are significant correlations between children's self-oriented perfectionism, and depression and self-esteem, and there are also significant correlations between children's socially prescribed perfectionism, and depression, anxiety, and self-esteem. It was also found that self-esteem mediates the relationship between the two dimensions of children's perfectionism, and depression and anxiety. These results seem to indicate that enhancing healthy self-esteem could lower the risks of experiencing depression and anxiety in children with perfectionistic personality.

• 한국산학기술학회논문지
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• 제15권11호
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• pp.6556-6564
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• 2014

본 연구의 목적은 사이버 대학교 재학생을 대상으로 사회부과적 완벽주의와 학업소진, 학업스트레스, 학업지연 간의 관계를 알아보고, 사회부과적 완벽주의와 학업소진의 관계에 대한 학업스트레스와 학업지연의 매개 역할에 대해 검증하는 것이다. 283명의 사이버대학 재학생으로부터 자료를 수집하였고, 이 자료에 대해 상관과 구조방정식 모형을 분석하였다. 그 결과 사회부과적 완벽주의는 학업스트레스 및 학업소진과 정적상관을 보였고, 학업스트레스는 학업지연 및, 학업소진과 정적 상관을 나타냈다. 또한 학업지연과 학업소진간의 상관도 유의미하였다. 구조모형 분석결과 사회부과적 완벽주의는 학업스트레스를 통해 학업소진을 증가시키거나 학업스트레스를 통해 학업지연을 증가시킴으로써 학업소진을 야기하는 것으로 나타났다. 이러한 결과는 사회적 완벽주의 경향이 높은 사람들이 학업소진이 되지 않기 위해 무엇보다 학업스트레스의 수준을 낮추고, 학업지연을 하지 않게 하는 것이 중요하다는 것을 시사한다.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.259-270
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• 2020

본 연구는 대학생의 사회부과 완벽주의와 사회불안의 관계에서 대인존재감과 자기수용의 매개효과를 검증하고자 하였다. 이를 위해 대학에 재학 중인 학생을 대상으로 설문을 진행하여 총 408부를 분석에 사용하였다. 측정에 사용된 도구는 사회부과 완벽주의 척도, 사회불안 척도, 대인존재감 척도, 자기수용 척도이다. 수집된 자료는 SPSS 21.0을 이용하여 기술통계 및 상관관계 분석을 하였고, Mplus 7.0을 이용하여 구조방정식 모형과 매개효과의 검증을 실시하였다. 연구의 결과는 다음과 같다. 첫째 사회부과 완벽주의는 사회불안과 정적상관을 보였으나 대인존재감과 자기수용에 대하여 부적상관이 확인되었다. 그리고 대인존재감과 자기수용은 서로 정적상관이 확인되었으나 사회불안과는 부적상관을 보였다. 둘째, 대학생의 사회부과 완벽주의와 사회불안의 관계에서 대인존재감의 매개효과가 확인되었다. 셋째, 대학생의 사회부과 완벽주의와 사회불안의 관계에서 자기수용의 매개효과가 확인되었다. 넷째, 대학생의 사회부과 완벽주의와 사회불안의 관계에서 대인존재감과 자기수용의 이중매개 효과가 확인되었다. 이러한 연구 결과를 바탕으로 연구의 의의를 제시하고 연구의 한계와 후속연구를 위한 제언을 논의하였다.

• 아동학회지
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• 제31권2호
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• pp.209-227
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• 2010

This study examined the relationship among parenting behaviors, children's perfectionism and achievement motivation, using a sample of 338 fifth and sixth graders. The participants completed questionnaires on parenting behaviors and their perfectionism and achievement motivation. Data were analyzed by factor analyses and multiple regression analysis. Both boys and girls had higher achievement motivation when they perceived higher parental levels of acceptance, and girls showed higher achievement motivation when they perceived higher maternal control/over-expectation. Boys who exhibited self-oriented and socially prescribed perfectionism and girls who exhibited self-oriented perfectionism showed higher achievement motivation. Boys had higher self-oriented and socially prescribed perfectionism when perceiving higher parental acceptance and control/over-expectation. Girls showed higher self-oriented perfectionism when perceiving higher parental acceptance and control/over-expectation, and they showed higher socially prescribed perfectionism when perceiving higher paternal control/over-expectation and maternal acceptance and control/over-expectation. It was revealed that both boys' and girls' perfectionism tended to play mediating roles between parenting behaviors and achievement motivation.