• Korean Journal of Culture and Social Issue
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• v.27 no.2
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• pp.167-189
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• 2021

The purpose of this study was to classify different profiles of grit (effort vs. interest) and passion mindset (fixed vs. growth) in university students and to understand whether there are differences in psychological characteristics (ie. depression, anxiety and happiness) and career adaptability between the profiles. To this end, we recruited 359 students aged 18 and 25 and applied a Latent Profile Analysis(LPA). The results revealed 4 distinct profiles : Profile1-a burgeoning type, Profile2-an ordinary type, Profile3-a fixed/limited type, Profile4-sprouting/drifting type. The profile1(LP1, 22.2%) had high levels of grit and passion growth mindset. The profile2(LP2, 63.8%) showed average levels in both grit and passion mindset. The profile3(LP3, 8.8%) had a low level of grit and a high level of passion fixed mindset. The profile4(LP4, 5.1%) showed a low level of grit and a high level of passion growth mindset. The four profiles were distinct in psychological characteristics and career adaptability. The burgeoning type(profile1) was most adaptive in comparison to the fixed/limited type(profile 3). These results suggest that grit has more powerful effects on psychological characteristics while passion growth mindset exerts stronger influencers in career adaptability. Putting the results together, our findings imply that both passion growth mindset and grit need to be considered together to enhance the individuals' comprehensive well-being and to increase the level of adaptation for career preparation.

• Korean Journal of Culture and Social Issue
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• v.25 no.4
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• pp.325-351
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• 2019

The present study examined patterns of co-occurrence between DSM-5 posttraumatic stress disorder(PTSD) symptoms and posttraumatic growth(PTG) among Korean populations(n= 860). Latent profile analysis was used to identify subclasses and suggested that the 3-class model fit best: (1) Low PTSD/Mild PTG group (2) Low PTSD/High PTG group; (3) High PTSD/High PTG group. Class membership was predicted by demographic variables, social isolation, and frequency of traumatic experiences. Classes also differed with respect to self-destructive behaviors(binge eating, non-suicidal self-injury, and problem drinking). These findings contribute to future research about the coexisting patterns of PTSD and PTG, and to identify high-risk individuals who suffer from trauma-related problems in clinical practice.

• Korean Journal of Child Studies
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• v.37 no.2
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• pp.169-187
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• 2016

Objective: This study aimed to identify profiles based on early childhood and elementary school teachers' goal orientations and to examine differences in teacher efficacy, psychological wellbeing, and job satisfaction among these profile groups. Methods: Data were collected through a teacher questionnaire. The teacher goal-orientation scale consisted of six sub-dimensions: growth, leisure, wealth, relationship, promotion, and social contribution. Data were analyzed using latent profile analyses. Results: Latent profile analyses revealed three distinct profile groups: one group characterized by higher scores across all six dimensions (balanced-goal-orientation group); another characterized by lower scores on all six dimensions, with a relatively higher score on the relationship dimension (relationship-goal-oriented group); another one characterized by lower scores on all dimensions except the leisure goal (leisure-goal-oriented group). MANOVA showed that the balanced-goalorientation group was significantly higher in total years of teaching, educational attainment, and age, compared to the leisure-goal-oriented group. In regression analyses, when controlling for educational attainment, teacher types (kindergarten vs. elementary school) did not significantly predict each of the dummy-coded profile groups (0 = no, 1 = yes). When taking into account teachers' age and educational attainment, belonging to the balanced-goal-orientation group was consistently associated with higher levels of teacher efficacy, job satisfaction, and psychological well-being, whereas the opposite pattern was observed in leisure-goal-oriented group. Conclusion: These findings imply that it is crucial to help pre- and in-service kindergarten and elementary school teachers foster a balance between different types of goals, which would ultimately strengthen and stabilize the supply of a teaching force and the provision of a better education.

• The Journal of the Korea Contents Association
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• v.18 no.12
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• pp.526-534
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• 2018

The purpose of this study is to classify the degree of change of job discrimination of the disabled according to time and to identify factors affecting life satisfaction according to each type. For this study, data from the 3rd to 8th year of the employment panel for the disabled were used and 1,227 data were used. The longitudinal profile of the disabled person's discrimination was classified through latent profile growth analysis(LPGA), and then influential factors were verified through binomial logistic regression analysis. First, the types of change of the job discrimination of the disabled were represented as the decrease group and the increase group. The factors influencing the job discrimination were the degree of disability, chronic diseases, gross income, and life satisfaction. Second, the factors of predicting the life satisfaction according to the types of job discrimination of the disabled are as follows: job discrimination, decrease and increase group have higher life satisfaction as the self - esteem and socioeconomic status are higher. Based on these results, this study suggested the implications of this study to cope with the discrimination of the workplace with the disabled.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.4
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• pp.383-394
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• 2018

This study analyzed the latent profile for identifying the difference in the dependence on smartphone use among middle school students in the 1st grade using the Korean Children and Youth Panel Survey (KCYPS). From the result of this study, first the latent class was separated according to the type of dependence on smartphone use. Class 1 included the students (from fifth grade in elementary school) whose level of reliance on smartphone use was low. Class 2 was selected as the group whose level of reliance on smartphone was high. Secondly, in comparing class 2 to class 1, it was found that the students who have a high probability of being in class 1 were those whose fathers are high achievers, have high early self-esteem and less age attachment. Thirdly, the students in class 1 had a higher sense of neglect than those in class 2. Furthermore, the self-determination of the students in class 2 mediated the effect of neglect on the adolescents' dependence on smartphone use both directly and indirectly.