• 근관절건강학회지
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• 제28권2호
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• pp.121-129
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• 2021

Purpose: This descriptive research study investigated the effects of self-efficacy and socially prescribed perfectionism on test anxiety among nursing students. Methods: This study recruited nursing students at K University located in S city through convenience sampling. A survey was conducted from September 22 to November 4, 2020, using online web questionnaires. A total of 180 answers were analyzed. SPSS 22.0 was used to perform independent t-tests, one-way ANOVA, Scheffé post hoc analysis, Pearson's correlation, and multiple regression analysis. Results: The average test anxiety was 3.27 points out of 6 points. The general self-efficacy was 3.81 points out of 5 points; social self-efficacy was 3.58 points and socially imposed perfectionism was 2.79 points out of 5 points. Variables affecting test anxiety were socially prescribed perfectionism, sex, academic stress, and general self-efficacy, and the explanatory power of these variables was 30.9%. Conclusion: It was confirmed that academic stress, general self-efficacy, and social imposition perfectionism were factors affecting test anxiety among nursing students. Therefore, it is necessary to develop and provide a program to control the factors affecting test anxiety in nursing students to lower test anxiety.

• 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.

• 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.