ScholarWorks@Hanyang University: Jo, Hanik

Detailed Information

Jo, Hanik (조한익)

COLLEGE OF EDUCATION (DEPARTMENT OF EDUCATION)

Research Area: 상담심리학, 학교상담

Tel 02-2220-1102
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매개효과:11||perfectionism:7||대학생:6||심리적 안녕감:6||academic achievement:6||완벽주의:5||Mediating Effect:5||청소년:5||내현적 자기애:5||selfregulated learning:5||자기자비:5||academic burnout:5||mediating effect:4||perceived parenting attitude:4||불안:4||covert narcissism:4||삶의 만족도:4||학교생활적응:4||자기조절학습:4||우울:4||기본심리욕구:4||social support:4||psychological wellbeing:4||rumination:3||가상현실:3||academic engagement:3||선명상:3||반추:3||성취목표:3||기업상담:3||depression:3||불확실성에 대한 인내력 부족:3||인지적 유연성:3||regulatory focus:3||Life Satisfaction:3||사회불안:3||실패내성:3||학습기술:3||promotion focus:3||사회적 성취목표지향성:3||자기통제력:3||학업소진:3||양육스트레스:3||workplace counseling:3||achievement goals:3||정서조절:3||selfcontrol:3||intolerance of uncertainty:3||자존감:2||자책:2||Social Anxiety:2||emotion regulation:2||anxiety:2||Depression:2||stress coping:2||stress coping strategies:2||stress response:2||Regulatory focus:2||부모교육 프로그램:2||study skill:2||study skills:2||부모양육태도:2||empathic ability:2||부모의 부정적 양육태도:2||Digital Therapeutics:2||Cognitive Emotion Regulation Strategies:2||정서표현양가성:2||부모의 학업비교행위:2||부모효능감:2||basic psychological needs:2||benefitfinding:2||Soldiers:2||조절된 매개효과:2||조절초점:2||the just world beliefs:2||brooding:2||Cognitive Flexibility:2||trend analysis:2||flow experience:2||Academic Achievement Goal:2||Cognitive expectancy:2||career decisionmaking selfefficacy:2||parental attachment:2||사회부과 완벽주의:2||Holland&apos:2||webbased counseling:2||직장 내 괴롭힘 주변인:2||workplace bullying:2||workplace bullying bystanders:2||parental conditional regard:2||workplace probullying:2||Anxiety:2||worry:2||Academic Engagement:2||group counseling:2||Basic Psychological Needs:2||hardiness:2||Perfectionism:2||강인성:2||성취동기:2||parenting stress:2||친가해행동:2||University Students:2||수용전념치료:2||걱정:2||숙고:2||Virtual Reality:2||스트레스:2||스트레스 대처방식:2||게임중독:2||스트레스 반응:2||interaction effect.:2||고등학생:2||internalexternal control:2||internet addiction:2||공감능력:2||internet overuse:2||학업성취:2||internet use motives:2||학업스트레스:2||공정세상신념:2||학업열의:2||학업자아개념:2||academic counseling:2||학업참여:2||향상초점:2||irrational beliefs:2||physical activity:2||planned happenstance skills:2||'concern about mistakes' of perfectionism:2||군 병사:2||positive and negative functions:2||prevention focus:2||Adolescents:2||prosocial behavior:2||academic selfconcept:2||coping strategies:2||완벽주의적 자기제시:2||psychological separation:2||내면화된 수치심:2||life satisfaction.:2||reflection:2||academic skills:2||academic stress:2||Achievement Motivation:2||s vocational personality:2||대인관계 유능성:2||이점발견:2||Career exploration behavior:2||대중음악:2||mediator:2||mediator effect:2||mental health:2||Interpersonal Competence:2||Selfcompassion:2||디지털 치료:2||selfdeterminative motivation:2||metaanalysis:2||selfdirected learning:2||selfdirected learning attitude:2||selfefficacy:2||adolescent:2||Aggression:2||자기격려:2||자기결정성 학습동기:2||adolescents:2||selfesteem:2||메타분석:2||Covert Narcissism:2||자기효능감:2||16PF:2||motivations for internet use:2||Seon Meditation:2||자아탄력성:2||'personal standards' of perfectionism:2||Social Achievement Goal:2||자의식:2||cyberbullying perpetration:1||defense mechanisms:1||depression.:1||digital theraputics:1||double mediating effect:1||dysfunctional anger expression(angerin:1||dysfunctional):1||egoresiliency:1||electophsiological activities:1||emotional experience:1||emotional suppression:1||emotional ups and downs:1||empathy ability:1||employability:1||employee:1||exercise:1||exercise counseling:1||failuretolerance.:1||female college students:1||focus group interview:1||forced social comparison:1||game addiction:1||game motive:1||gender differences:1||goal processes(functonal:1||group bullying:1||guiltproneness:1||hierarchical regression analysis:1||hope:1||immersion:1||individual spirituality at work:1||insomnia disorder:1||intermediate counselors:1||interpersonal relation:1||job satisfaction:1||leadership efficacy scale:1||learned helplessness:1||lethargy:1||life stress:1||maladaptive perfectionism:1||maladaptive):1||mattering:1||mediating effects:1||mental health services:1||mental illness:1||meta analysis:1||middle school students:1||mindfulness meditation:1||minority academic success:1||moderating effect:1||moderation mediation effect:1||motivation for selfdetermination:1||motives(autonomous:1||multigroup analysis:1||multicultural counseling competence:1||multicultural counseling education:1||multicultural counseling experience:1||multidimensional perfectionism:1||multiple group analysis:1||negative anticipated emotion):1||negative forgiveness beliefs:1||negative parenting attitudes of parents:1||negative problem orientation:1||novice and expert counselor:1||nternalized Shame:1||object relations theory:1||occupational engagement:1||optimism:1||organizational spirituality:1||overt narcissism:1||parent educational counseling:1||parent&apos:1||parental acceptance:1||parental care:1||parental expectation:1||parental overprotection:1||parenting attitude:1||parenting attitudes:1||parenting program:1||parenting sense of competence:1||parents&apos:1||parentschildren communication:1||passive stress coping:1||pastoriented thought:1||peer counseling activity:1||peer counseling training:1||peer counselor:1||perceived control:1||perceived parent academic involvement:1||perceived time perspective:1||perfectionism(adaptive:1||perfectionistic self presentation:1||phenomenological qualitative study:1||positive thinking:1||prevention focus):1||protocol:1||psychological inflexibility(psychological flexibility):1||psychotherapy mechanism:1||regulatory focus(premotion focus:1||reliability:1||resilience:1||s forced social comparison:1||school adjustment:1||school attendance:1||school violence victimization and aggression:1||self consciousness:1||self ambivalence:1||selfcompassion:1||selfconcept clarity:1||selfconsciousness:1||selfdetermined motivation:1||selfencouragement:1||selfenhancement bias:1||selfenhancement motivation academic stress:1||selfenhancement strategy:1||selfesteem. stability of selfesteem:1||shameproneness:1||social achievement goal orientation:1||social anxiety:1||social conflict:1||social interaction anxiety:1||social withdrawal:1||sociallyprescribed perfectionism:1||sociocultural attitude toward appearance:1||stress:1||structural equation model:1||subjective wellbeing:1||suicide ideation:1||suppression effect:1||systematic review:1||the adaptive creativity:1||the challenged students support program:1||the ways of stress coping:1||therapy:1||types of career exploration:1||uncontrollability):1||university students:1||urban adolescents:1||validity:1||virtual reality:1||volition:1||workplace counselling:1||workplace spirituality:1||young unemployed individuals:1||가해동조자:1||갈등:1||감정기복:1||강박적 확인행동:1||개인영성:1||개인적 기준 완벽주의:1||거절 민감성:1||검사 재검사 신뢰도:1||게임동기:1||게임행동:1||계획된 우연기술:1||고용가능성:1||공감각 표현:1||공격성:1||공동체의식:1||공분산분석:1||과거지향 사고:1||과업갈등:1||관계갈등:1||관계상실:1||구조방정식:1||구조적 관계:1||군 생활 적응:1||군 집단응집력:1||군집:1||군집분석:1||긍정적 사고:1||기대정서(긍정기대정서:1||기업 상담:1||기질 및 성격검사:1||낙관성:1||내외통제성:1||다문화 상담 경험:1||다문화 상담 교육:1||다문화 상담역량:1||다문화청소년:1||다집단 분석:1||다집단분석:1||다차원적 완벽주의:1||대상관계:1||대인관계:1||대인관계문제:1||대인존재감:1||대처 유연성:1||대처방식:1||대학생 상담:1||대학생활 적응:1||도움추구태도:1||동기(자율:1||동향 분석:1||디지털 치료제:1||또래상담 교육:1||또래상담 활동:1||또래상담자:1||또래집단 수용도:1||로샤:1||리더십 효능감:1||리더십 효능감 측정도구:1||마음챙김 주의자각:1||매개변인:1||모자녀 간의 의사소통:1||목표과정(기능적:1||몰두:1||몰입경험:1||무기력:1||문화적응스트레스:1||반복적 비교 연구:1||방관자:1||방관행동:1||방어기제:1||변별타당도:1||복합공정 설계부서원:1||부:1||부모 교육적 상담:1||부모 양육태도(돌봄과 과보호):1||부모자녀 의사소통:1||부모기대부응:1||부모애착:1||부모의 공감능력:1||부모의 양육태도:1||부모의 조건부 관심:1||부적응:1||부적응적 완벽주의:1||부적응적):1||부정기대정서):1||부정적 문제 지향:1||부정적 용서신념:1||불완전감:1||비자살적 자해:1||비정규직:1||비합리적 신념:1||사이버 폭력 가해경험:1||사이버대학 성인학습자:1||사이버폭력:1||사회비교경향성:1||사회적 걱정:1||사회적 지지:1||사회적 지지 및 갈등:1||사회적역량:1||사회적위축:1||사회적지지:1||상담자 발달:1||상담전공 대학원생:1||상호작용 효과:1||색채:1||색채 연상:1||색채 이미지:1||생태체계적 이론:1||생활스트레스:1||성차:1||소극적 대처방식:1||수렴타당도:1||수용:1||수치심경향성:1||순기능과 역기능:1||스트레스 대처:1||스트레스 대처전략:1||시험불안:1||신체만족도:1||실수에 대한 염려 완벽주의:1||실재감:1||심리검사:1||심리적 경직성(심리적 유연성):1||심리적 독립:1||심리적 수용:1||심박변이도:1||아동기 정서적 외상:1||아동또래집단:1||아동집단상담:1||애착:1||앱:1||양육수용:1||양육수용행동:1||억제효과:1||여자대학생:1||역기능적 분노표현:1||역기능적 완벽주의:1||역기능적):1||역전이 관리능력:1||역할과 역량:1||연구 동향:1||예방초점:1||예방초점):1||완벽주의(적응적:1||외모에 관한 사회문화적 태도:1||외현적 자기애:1||우울감:1||웹기반 상담:1||위계적 회귀분석:1||위험(불통제위험:1||위험사건:1||위험회피:1||유능성:1||음악·미술 통합교육:1||음악수업 흥미도:1||의미 재구성:1||의사결정나무분석:1||의지:1||이중매개효과:1||인내력:1||인지적 공감:1||인지적 기대:1||인지적 정서조절 전략:1||인지적 정서조절전략:1||인터넷 과다사용:1||인터넷 사용동기:1||인터넷 이용동기:1||인터넷 중독:1||인터넷중독:1||일영성:1||일상적 스트레스:1||자극추구:1||자기 고양 전략:1||자기 고양 편향:1||자기 양가감정:1||자기 주도적 학습:1||자기개념 명확성:1||자기결정동기:1||자기고양동기:1||자기애:1||자기주도성:1||자기주도적 학습태도:1||자기지향 완벽주의:1||자기침묵:1||자살생각:1||자아정체감:1||자아존중감:1||자율성:1||자율성지지:1||자존감 안정성:1||장르:1||장애도우미 활동:1||재적응:1||적극적 대처방식:1||적응적 완벽주의:1||적응적 인지적 정서조절 전략:1||적응적 창의성:1||적응적/부적응적 완벽주의:1||적응행동:1||적합도 지수:1||전문대학생:1||전위공격성:1||정량화 뇌파:1||정서경험:1||정서억제:1||정서적 공감:1||정서조절양식:1||정서표현억제:1||정신건강:1||조건적 관심강화:1||조건적 관심철회:1||조절 초점:1||조절초점(향상초점:1||조직구성원:1||조직영성:1||죄책감경향성:1||주관적 행복감:1||주제어 계획된 우연기술:1||중급상담자:1||중소기업 리더:1||중학생:1||지각된 부모 양육태도:1||지각된 부모양육태도:1||지각된 부모학습관여:1||지각된 시간관:1||지각된 통제감:1||직무만족도:1||직무소진:1||직장 내 괴롭힘:1||진로결정 자기효능감:1||진로결정자기 효능감:1||진로결정자기효능감:1||진로관여행동:1||진로미결정:1||진로성숙:1||진로자기효능감:1||진로적응성:1||진로탐색유형:1||진로탐색행동:1||진정성 경험:1||질적 연구:1||집단따돌림:1||집단상담:1||창의성 측정도구:1||청년 미취업자:1||청소년 탄력성:1||초심 상담자와 숙련 상담자:1||취업모:1||친사회적 행동:1||통제):1||통제가능성:1||통제위험):1||특성화고 남학생:1||특질불안:1||평생교육:1||포커스 그룹 인터뷰:1||품행장애 청소년 상담:1||프로그램:1||피해방어자:1||학교폭력 가해경험:1||학교폭력 주변인:1||학교폭력 피해경험:1||학술지:1||학습:1||학습된 무기력:1||학습상담:1||학습전략:1||학업:1||학업성적:1||학업성취도:1||학업열등감:1||학업적 성취목표지향성:1||학업적응:1||합의적 질적 연구법(CQR):1||홀랜드 직업성격:1||확인적 요인분석:1||희망:1||20s and 30s:1||ACT:1||ANCOVA:1||Acceptance:1||Acceptance Commitment Therapy:1||Acceptance Commitment Therapy(ACT):1||Acculturative Stress:1||Adaptation to School Life:1||Adaption behavior:1||Adaptive Cognitive Emotion Regulation Strategy:1||Adaptive perfectionism:1||Adult learner in Cyber University:1||Aggressive aggression:1||Ambivalence over Emotional expressiveness:1||Ambivalence over emotional expressiveness:1||Apps:1||Brain function:1||BullyFollower:1||Child group counseling:1||Child peer group:1||Cluster Analysis:1||Cognitive and Affective Empathy:1||College Students:1||College student counseling:1||Color Association:1||Color image:1||Compulsive checking:1||Conflict:1||Consensual Qualitative Research(CQR):1||Daily Hassles(Daily Stress):1||Decision Tree Analysis:1||Dysfunctional Perfectionism:1||Early adolescents:1||Ecological Systemic Theory:1||Effect size:1||Effects:1||Ego Resilience:1||Emotion Regulation:1||Emotion regulation:1||Emotion regulation strategies:1||Employed mother:1||Employment status:1||Failure Tolerance:1||Failuretolerance:1||Game addiction:1||Game behavior:1||Genre:1||Harm Avoidance temperament:1||Heart Rate Variability:1||Help seeking attitude:1||High School Students:1||Incompleteness:1||Integrated education of music and art:1||Interest in music classes:1||Internalized Shame:1||Internet AddictionBehavioral ProblemLonelinessImpulsivityAdolescents:1||Internet addiction:1||Interpersonal Problems:1||Intolerance of uncertainty:1||Job Burnout:1||KCI journal:1||Korean pop music:1||Korean university student:1||Leadership efficacy:1||Learning adaptation.:1||Learning strategies:1||Life satisfaction:1||Lifelong education:1||Maladaptive perfectionism:1||Maladjustment:1||Meaning Reconstruction:1||Metaanalysis:1||Military Group Cohesion:1||Military Life Adaptation:1||Moderated Mediation effect:1||Multicultural Adolescents:1||Narcissism:1||Neurofeedback:1||Neurofeedback training programme:1||NonSuicidal selfInjury:1||Novelty Seeking temperament:1||Outsider:1||ParentAdolescence Communication:1||Parental empathy:1||Parenting Attitudes:1||Parenting acceptance:1||Parenting group counseling program:1||Parenting stress:1||Peer group acceptance:1||Perceived Parents' Negative Parenting:1||Perfectionistic Self Presentation:1||Persistence temperament:1||Popular music:1||Presence:1||Process macro:1||Psychological WellBeing:1||Psychological Wellbeing:1||Psychological test:1||Psychological wellbeing:1||Readaptation:1||Rejection Sensitivity:1||Relational Loss experience:1||Relationship Conflict:1||Rorschach:1||SME leaders:1||SNS Addiction Tendency:1||SNS Addiction tendency:1||SNS 중독경향성:1||SNS중독경향성:1||School Violence Bystander:1||School life adaptation:1||Self initiative.:1||SelfCompassion:1||SelfCompassionm:1||SelfIdentity:1||SelfSilencing:1||Selfcontrol:1||Selfencouragement:1||Sense of Community:1||Seon meditation:1||Social Comparison tendency:1||Social Competence:1||Social support:1||Socialemotional competence:1||Specialized high school male student:1||Stress:1||Structural Relationship Analysis:1||Suppression of emotional expression:1||Synesthetic expression:1||Task Conflict:1||Temperament and Character Inventory (TCI):1||Test Anxiety:1||Trait anxiety:1||VictimDefender:1||academic inferiority:1||achivement goals:1||active stress coping:1||adaptation to school life:1||adaptive perfectionism:1||adolescent.:1||adverse events:1||adverse situations(controllability:1||ambivalence over emotional expressiveness:1||and academic achievement:1||angerout):1||anticipated emotions(positive anticipated emotion:1||attachment:1||authenticity experience:1||autonomy:1||autonomy support:1||body satisfaction:1||bullying:1||career adaptability:1||career attitude maturity:1||career decision selfefficacy:1||career indecision:1||career selfefficacy:1||childhood emotional trauma:1||clusters:1||cognitive behavioral therapy:1||cognitive flexibility:1||college adjustment:1||color:1||competence:1||confirmatory factor analysis:1||constant comparison method:1||controllability:1||controlled):1||coping flexibility:1||counseling for adolescents with conduct disorder:1||counseling major graduate student:1||counselor development:1||counselor’s role and competency:1||countertransference management:1||creativity inventory:1||cyberbullying:1||

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