The purpose of this study was to investigate the relationships between perfectionistic self-presentation and social anxiety, how coping style moderated those factors.

This study targeted 389 college students in chungcheongbuk-do province as research tools. Participants completed the Korean version of the Perfectionistic Self Presentation scale, Social Interaction Anxiety Scale, and Coping style Scale. That were analyzed by descriptive statistics, correlation, and hierarchical regression analysis using the SPSS 18.0 program.

The results showed that perfectionistic self-presentation, social anxiety, passive coping were positive association. And hierarchical regression analysis showed that, when passive coping was high, the high perfectionistic self-presentational group reported significantly higher social anxiety than the low perfectionistic self-presentational group.

These results suggested the importance of perfectionistic self presentation and coping style in psychological approach to college students who have difficulty in social anxiety problems. And directions for future research were also discussed.

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.

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.

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.

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.

The purpose of this study is to examine the moderating effects of resilience on the relation between interpersonal stress and binge eating behavior in female college students.

We investigated the relationships among interpersonal stress, resilience, and binge eating behavior of 213 female college students, and examined the moderating effects of resilience and its subcomponents (sense of control, sociality, and positivity) on the relationship between interpersonal stress and binge eating behavior through hierarchical multiple regression analysis.

Firstly, interpersonal stress indicated significant negative correlation with resilience and indicated significant positive correlation with binge eating behavior. Resilience and binge eating behavior indicated significant negative correlation. Secondly, resilience did not moderate the relation between interpersonal stress and binge eating behavior of female college students. However, the sense of control, an aspect of resilience, moderated the relationship between interpersonal stress and binge eating behavior of female college students.

The results of this study suggest that higher interpersonal stress may increase the risk for binge eating behavior and that higher resilience may protect against binge eating behavior. The sense of control, an aspect of resilience, may enhance associations between interpersonal stress and binge eating behaviors in female college students.