Eui Kyung Kim

Exploring the Relative Contributions of the Strength and Distress Components of Dual-Factor Complete Mental Health Screening

Early school-based mental health screeners were informed by a deficit paradigm that aimed to identify psychological distress symptoms. In comparison, following a whole-child perspective, a dual-factor approach has been proposed that assesses complete mental health using both positive dispositions and distress symptoms. Applying the dual-factor approach, the current study involved 118 students from 10th grade and examined how strongly subjective well-being (SWB) was associated with measures of positive psychological dispositions (Social Emotional Health Survey [SEHS]) and psychological distress (Behavioral and Emotional Screening System [BESS]). Results indicated that the strength-based SEHS explained 32% of the variance in the students’ global SWB with the deficit-based BESS adding an additional 8% of explained variance. Implications for school-based mental health screening are discussed.

Virtually Real Exploring Avatar Identification in Game Addiction Among Massively Multiplayer Online Role-Playing Games (MMORPG) Players

Research interest has increasingly focused on the psychosocial factors related to online game addiction. This study examines the relationship of various psychosocial variables to online game addiction, and the mediation effect of avatar identification on the relationship. Questionnaires assessing self-esteem, depression, social skills, game addiction, and avatar identification were completed by 163 third-year middle school students. Correlation and structural equation modeling analyses were conducted. Results indicated (a) that self-esteem and social skills had significant negative correlations with game addiction, while depression had a significant positive correlation with game addiction, (b) that depression had an indirect effect on game addiction via avatar identification, and (c) that social skills had both indirect (via avatar identification) and direct effects on game addiction. Implications and future directions are discussed.

Impact of Violent Video Games on the Social Behaviors of Adolescents: The Mediating Role of Emotional Competence.

Recently, research studies and media have reported on the detrimental effects violent video games have on the social behaviors of adolescents. For example, previous studies have found that playing video games is positively associated with aggressive behaviors and negatively associated with prosocial behaviors. However, very few studies have examined the mediating effects of personal characteristics between students playing video games and their social behaviors. Thus, using a sample of 1,242 seventh, eighth, and ninth grade Korean students, the authors aimed to determine how playing video games is related to aggressive and prosocial behaviors and whether the emotional competencies of adolescents, such as empathy, emotional regulation, and behavioral self-control, mediate this relationship. The results indicated that violent video games have a significant direct effect on aggressive behaviors, and a significant indirect effect on prosocial behaviors. Specifically, empathy and behavioral self-control were found to mediate the relation between playing violent video games and prosocial behaviors. These results suggest different prevention and intervention approaches to reduce aggressive behaviors and increase prosocial behaviors in students exposed to violent video games. The limitations and implications of these findings are discussed.

Mental Health Profiles and Quality of Life among Korean Adolescents.

In an attempt to identify and intervene with students in need of services, the South Korean government has implemented national mental health screening. However, concerns raised about the unintended stigmatization of the screening assessment that focuses on student deficits prompts the need for additional research. This study evaluated the potential utility of an alternative screening approach that considers student strengths, in addition to symptoms of distress. Using a sample of 1,190 Korean adolescents enrolled in grades seven to nine, two latent profile analyses were conducted to identify underlying mental health strength and distress subtypes. Results identified five subtypes of psychological strengths and three subtypes of psychological distress. As hypothesized, students with higher levels of strengths and lower levels of distress reported better quality of life, academic performance, and higher life satisfaction. Implications for school based mental health screening and future directions for researchers and practitioners are discussed.

Sociocultural pressure, internalization, BMI, exercise, and body dissatisfaction in Korean female college students.

This research investigated the differential effects of sociocultural pressures from media, peers, and parents on the thin ideal internalization and body dissatisfaction of 472 Korean female college students using structural equation modeling. Results indicated that after controlling for body mass index and exercise, media pressure exerted the largest effects, followed by peer pressure and parental pressure, on thin ideal internalization, and in turn, body dissatisfaction. Furthermore, parent and media pressures were found to exert direct effects on body dissatisfaction as well as indirect effects through thin ideal internalization. The results and implications of the study are discussed.

Social-Emotional Screening to Predict Truancy Severity: Recommendations for Educators:

The present study examined whether high school students’ (N = 1,658) self-reported social-emotional strengths collected at the beginning of the school year via schoolwide screening could predict student membership in one of three truancy categories (low, moderate, and high to chronic truancy) using discriminant analysis. Results indicated that student self-reported scores for the social-emotional domains belief-in-self and belief-in-others contributed significantly to the discriminant analysis function for predicting students’ truancy severity classification. In addition, multivariate ANOVA was also conducted to identify whether social-emotional strengths differed by gender and ethnicity (Caucasian and Latino/a students) across the three truancy groups. Caucasian students in the low to moderate truancy groups reported higher overall social-emotional strengths than Latino/a students. Gender differences were also found in the low to moderate truancy groups in that females were less likely to report having strengths in the social-emotional domains belief-in-self and engaged living, while males were less likely to report having a strength in emotional competence. Findings demonstrate the utility of schoolwide screening measures to aid in early identification of truancy and an increased need to create truancy prevention and intervention policies that are gender-specific and culturally sensitive.