STRESS

Original Articles

The Moderating Effect of Help-Seeking on the Relationship between Experience of School Violence and Internalizing Behaviors: Seon Ok Son, Hyunyong Park; STRESS. 2022;30(1):15-21. Published online March 31, 2022; DOI: https://doi.org/10.17547/kjsr.2022.30.1.15

Abstract PDF: Background
This study aimed to examine the role of help-seeking in the relationships between the experience of school violence and internalizing behaviors.
Methods
Data of a total of 1,402 adolescents aged 13∼14 years from the Seoul Panel Study of Children were utilized in the study. Multiple regression was employed to examine the moderating effect of help-seeking behaviors.
Results
Findings are as follows: First, the experience of school violence was associated with higher levels of internalizing problems, such as depression and withdrawn behavior. Second, help-seeking behaviors reduced the effect of school violence on internalizing problem behaviors such as depression and withdrawn behavior.
Conclusions
The findings highlight the need for education on help-seeking behaviors for adolescents and for building discussion networks to help adolescents ameliorate the negative impact of school violence.

The Moderating Effects of Ego-Resilience and Relationship with Colleague Teachers on the Association between the Effects of Technostress and Teaching Efficacy of Early Childhood Teachers: Jiyoung Lee, Sungwon Kim; STRESS. 2019;27(3):251-258. Published online September 30, 2019; DOI: https://doi.org/10.17547/kjsr.2019.27.3.251

Abstract PDF: Background:
This study was intended to investigate the level of technostress, teaching efficacy, ego-resilience, and the relationships with colleagues of early childhood teachers. It was also intended to identify correlations between these four variables, and any moderating effects of ego-resilience, and relationship with colleagues on the association of technostress and teaching efficacy.
Methods:
The data were collected from 202 early childhood teachers in Seoul and Kyoung-gi province, from September 3, 2018 to September 29, 2018, and were analyzed by descriptive statistics, pearson correlation, and hierarchical regression analysis using the SPSS 22.0 program.
Results:
The results showed technostress at a moderate level, and teaching efficacy, ego-resilience, and relationship with colleague at slightly higher levels. There were negative associations between technostress and teaching efficacy, ego-resilience, and relationship with colleague teachers, and positive associations among teaching efficacy, ego-resilience, and relationship with colleague teachers. A partial moderating effect of ego-resilience and relationship with colleague teachers on the association between technostress and teaching efficacy, was found.
Conclusions:
These results suggest that the effects of a high level of technostress on teaching efficacy of early childhood teachers could be alleviated dependant on the levels of ego-resilience and relationship with colleagues.

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