ScholarWorks@Gyeongsang National University: Yang, Nan Mee

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Yang, Nan Mee (양난미)

사회과학대학 (심리학과)

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Tel 0557721265
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대학생:14||college students:9||우울:8||거부민감성:8||selfesteem:8||사회불안:7||삶의 만족:7||자존감:6||음주동기:5||정서인식명확성:5||외상 후 성장:5||자아존중감:5||자기자비:5||rejection sensitivity:5||academic selfefficacy:4||내면화된 수치심:4||depression:4||문제음주:4||perfectionism:4||social anxiety:4||selfcompassion:4||성인애착:4||parental attachment:4||scale development:4||internalized shame:4||secondary victimization:4||careerAspiration:4||외로움:4||spirituality:3||삶의 만족도:3||problem drinking:3||수면 어려움:3||Children:3||Social anxiety:3||Emotional clarity:3||스트레스 대처방식:3||자아탄력성:3||정서표현양가성:3||Rejection sensitivity:3||Life Satisfaction:3||Depression:3||부적응적 완벽주의:3||중년남성:3||요인분석:3||academic procrastination:3||aggression:3||자기개념 명확성:3||factor analysis:3||life satisfaction:3||interpersonal problems:3||예방행동전략:3||행복:3||loneliness:3||사회적으로 부과된 완벽주의:3||척도 개발:3||body dissatisfaction:2||Collective selfesteem:2||relationship addiction:2||상담심리사:2||Attitude toward professional help seeking:2||정서주의:2||정서표현 양가성:2||knowledge of law about the investigative role:2||공격성:2||burnout:2||섭식억제:2||research trend:2||성격특성:2||성별:2||restrained eating:2||진로소명:2||career calling:2||진로포부:2||관계중독:2||성인 애착 불안:2||교사:2||집단자존감:2||성차:2||school adjustment:2||active investigation:2||career selfefficacy:2||성폭력에 대한 편견:2||청소년:2||egoresilience:2||Anger:2||근거이론:2||Qualitative research:2||emotional clarity:2||스마트폰 과의존:2||기혼 여교사:2||Selfesteem:2||Drinking motive:2||selfsoothing:2||특성분노:2||신체불만족:2||신체비교:2||sexrole stereotype:2||Selfstigma:2||다문화:2||Counseling in Korea:2||computer/video game addiction:2||학업적 자기효능감:2||아동:2||college students drinking problem:2||communication:2||Culture differences:2||다전문직간 연계:2||합의에 의한 질적 분석:2||합의에 의한 질적 연구:2||다집단 분석:2||Social Stigma:2||연구동향:2||negative affect:2||negative mood regulation:2||negative mood regulation expectancy:2||대인관계 유능성:2||심리적 소진:2||대인관계문제:2||stress:2||gender:2||완벽주의:2||stress coping strategy:2||ambivalence over emotional expressiveness:2||conflict Resolution:2||teacher satisfaction:2||Research Trends:2||parents academic involvement:2||traitanger:2||group counseling program for couples:2||perception of the protective & connective role:2||validation of scale:2||의사소통:2||consensual qualitative research:2||happiness:2||angerin:2||personality:2||Social support:2||physical comparison:2||범죄자:2||Multicultural:2||positive illusion:2||coping motive:2||Socially prescribed perfectionism:2||부모애착:2||influence of friends:2||부모화:2||일가정 양립 갈등:2||College student:2||intention to seek professional help:2||부정적 정서:2||자기낙인:2||prejudice against the sexual violence:2||prisoner:2||prisoners:2||분노:2||분노억제:2||자기침묵:2||SNS 중독경향성:2||Adult attachment:2||Protective behavioral strategy:2||잠재평균분석:2||Ambivalence over emotional expressiveness:2||interpersonal competence:2||사회부과적 완벽주의:2||FGI:2||dating violence:2||전문상담교사:2||경험회피:2||삶의 의미:2||정당한 세상에 대한 믿음:2||정서강도:2||beliefs in just world for self:1||body comparison:1||body distortion:1||body shame:1||bulimic symptoms:1||burnout scale:1||career decisionmaking selfefficacy:1||career identity:1||chemyon:1||chemyon sensitivity:1||client experience:1||cognitive emotion regulation:1||cognitive emotion regulation strategy:1||collaboration among multiprofessionals:1||collective selfesteem:1||college life adjustment:1||college student:1||compassion:1||compassion fatigue:1||concept maps:1||confirmatory factor analysis:1||conflictresolution ability:1||consensual qualitative research.:1||contingency:1||control disposition:1||counseling for sexual and gender minority/expansive clients:1||counseling psychologist:1||counseling skill:1||counseling teacher:1||counselor competencies:1||counselors:1||counselors working for the sexually assaulted victims:1||covert narcissism:1||culture of drinking:1||depression among teachers:1||development of scale:1||differentiation of self:1||distress tolerance:1||domain specific:1||doubt on the victim's report:1||drinking motive:1||drinking of college students:1||early adulthood:1||early maladaptive schema:1||elementary students:1||emotion:1||emotional abuse:1||emotional attention:1||emotional clarity and ambivalence over emotional expression:1||emotional exhaustion:1||emotional support:1||empathy:1||employment support:1||evaluative concerns perfectionism:1||exploratory factor analysis:1||fear of evaluation:1||fear of missing out:1||forgiveness:1||frequent binge drinking:1||frustration:1||gender difference:1||gender equity awareness:1||gender sensitivity:1||grounded theory:1||group supervision:1||happiness of college students:1||high school male/female students:1||hope:1||hostile automatic thoughts:1||human rights awareness:1||insecure attachment:1||insomnia:1||intention of plastic surgery:1||internal and external control:1||internet addiction:1||internet use motivation:1||interpersonal ability:1||interpersonal relationship:1||interpersonal relationship chemyon sensitivity scale:1||interpersonal trauma:1||investigative behavior causing secondary victimization(victim's consent/or resistanceance:1||job stress:1||justice practice:1||lack of evidence:1||lack of motive:1||latent mean analysis:1||lifesatisfaction:1||maladaptive cognitive emotion regulation strategy:1||maladaptive perfectionism:1||marital satisfaction:1||married female teacher:1||meaning in life:1||mediated moderation effects:1||middle age:1||middle school students.:1||military life stress:1||minimum level of educational attainment:1||moderated mediating effects of gender:1||moderating effects:1||mood awareness:1||multigroup analysis:1||multiprofessional collaboration:1||multicultural acceptability:1||multicultural attitude:1||multicultural education competency:1||multicultural educational training program experience (METPE):1||multicultural sensitivity:1||multicultural sensitivity scale:1||nuclear family:1||open coding:1||optimism:1||paradigm model:1||parent attachment:1||parentification:1||perceived sex discrimination:1||perfectionistic self presentation:1||performanceavoidance achievement goal orientation:1||personcentered group counseling program:1||pesonality trait:1||police officers:1||positive psychological capital:1||post traumatic growth:1||postevent rumination:1||posttraumatic growth:1||posttraumatic growth:1||prejudice:1||prejudice against sexual assault:1||problematic drinking:1||professional help seeking:1||psychological burnout:1||psychological distress:1||psychological wellbeing:1||publicstigma:1||qualification criteria:1||rape myth:1||rejection:1||rejection sensitivity scale:1||relational aggression:1||relationship:1||relationship addiction scale:1||relationship satisfaction:1||relationshipdefensive ambivalence:1||released prisoners:1||respect for human rights:1||romantic relationship:1||romantic relationship satisfaction:1||satisfaction with life:1||scale validation:1||secondary school teacher:1||secondary school teachers:1||secondary victimization attitude:1||selfconcept  clarity:1||selfconcept clarity:1||selfconsciousness:1||selfdefensive ambivalence:1||selfdetermined solitude:1||selfhandicapping strategy:1||selfsilencing:1||selfstigma:1||sexual assertiveness:1||sexual autonomy:1||shortterm intervention program:1||situational factors:1||sleep difficulties:1||sleep difficulty:1||sleep disorders:1||smartphone overdependence:1||social comparison:1||socially prescribed perfectionism:1||sociallyprescribed perfectionism:1||soldier stress:1||stigma:1||stress coping strategies:1||suicidal ideation:1||supervised training period:1||survey research:1||teacher efficacy:1||teacher's job stress:1||the public:1||unconditional selfacceptance:1||upward comparison:1||verbal dating assault:1||victim characteristics):1||victimblaming:1||victimcentered services:1||violation of human rights:1||warm parenting style:1||work overload:1||workfamily compatibility conflicts:1||workfamily compatibility harmony and balance:1||workfamily conflict:1||young office workers:1||youth change jobs:1||가스라이팅:1||가족관계:1||가치관:1||갈등해결:1||감정전략:1||강간 통념(rape myth):1||강간통념:1||강요전략:1||강인성:1||개념도:1||개방코딩:1||개인자존감:1||거부:1||거부민감성척도:1||거절민감성:1||건강한 부부관계:1||경찰:1||경찰관:1||경찰의 임무:1||고통감내력:1||공감:1||공감능력:1||공감피로:1||공격:1||공적 자의식:1||공정 세상 신념:1||공정성 실천:1||관계:1||관계 방어적 양가성:1||관계만족:1||관계적 공격성:1||관계중독 척도:1||교사 직무스트레스:1||교사의 우울:1||교사효능감:1||교직 만족도:1||교직만족도:1||국가자격:1||군 생활 스트레스:1||군대 적응:1||군생활스트레스:1||권력의 과정:1||긍정심리자본:1||긍정적 착각:1||기본심리욕구:1||낙관성:1||낙인:1||남녀 고등학생:1||남녀 대학생:1||내담자 경험:1||내적통제성:1||내현적 자기애:1||다문화 감수성:1||다문화 감수성 척도:1||다문화 교육역량:1||다문화 수용성:1||다문화교육연수경험:1||다문화사회:1||다문화태도:1||단기개입 프로그램:1||대인관계:1||대인관계 갈등해결 능력:1||대인관계 문제:1||대인관계 외상:1||대인관계 체면민감성 척도:1||대인관계능력:1||대인관계유능성:1||대중 인식:1||대학생 음주:1||대학생의 부적응적 완벽주의:1||대학생의 애착불안:1||대학생의 음주:1||대학생의 음주문제:1||대학생의 행복:1||대학생활 음주 중요성 인식 척도:1||대학생활 적응:1||대학생활에서 음주의 역할에 대한 신념:1||데이트 언어폭력:1||데이트폭력:1||동기 부족:1||동향분석:1||매개된 조절효과:1||모 애착:1||몰입:1||무조건적 자기수용:1||문제해결 전략:1||문화적 차이:1||법지식:1||보상전략:1||부 애착:1||부모관여:1||부모의 애정적 양육태도:1||부부권력:1||부부집단 상담프로그램:1||부적응적 인지적 정서조절 전략:1||부적응적 인지적 정서조절전략:1||부정적 정서조절 기대치:1||부정적 정서조절기대치:1||부정적 평가에 대한 두려움:1||분노조절:1||분노표현 양식에 따른 군집:1||불면:1||불안 애착:1||불안정 애착:1||불안정애착:1||불확실성에 대한 인내력 부족:1||사회부과 완벽주의:1||사회비교:1||사회적 낙인:1||사회적 지지:1||사회적낙인:1||사회적지지:1||사후반추사고:1||상담교사:1||상담교사의 전문성:1||상담기술:1||상담자역량:1||상담전문가:1||상대통제 경향:1||상향비교:1||생활 스트레스:1||성격 5 요인:1||성격 5요인:1||성별의 조절효과:1||성소수자상담:1||성역할 고정관념:1||성인:1||성인 애착 회피:1||성인초기:1||성적 자기주장성:1||성적 자율성:1||성차별지각:1||성폭력 상담사:1||성폭력 상담자:1||성형의도:1||소명의식:1||소외감:1||소외에 대한 두려움:1||소진:1||소진척도:1||수련 기간:1||수반성:1||수행회피 성취목표:1||스트레스:1||스트레스 대처:1||스트레스 대처전략:1||신경성 폭식증 증상:1||신경증적 경향성:1||신체 비교:1||신체 수치심:1||신체왜곡:1||심각한 수시 폭음:1||심리․상담 서비스:1||심리적 디스트레스:1||심리적 안녕감:1||심리지원:1||아버지의 양육참여:1||애착회피:1||양성평등의식:1||양육스트레스:1||어머니의 정서표현양가성:1||업무과중:1||업무분석:1||여자 대학생의 외상경험:1||연구방법:1||연도별 논문 수:1||연령 및 성별 집단:1||연령대:1||연애 비선택 경험:1||연애관계 만족:1||연애관계 만족도:1||연애만족:1||영성:1||영적 안녕:1||완벽주의적 자기제시:1||외현적 자기애:1||욕구좌절:1||용서:1||우울감:1||유아의 문제행동:1||음주 예방행동전략:1||음주문제:1||음주문화:1||음주정도:1||음주효과 기대:1||응시 자격:1||의심:1||이성관계 만족도:1||이성교제:1||이차폭력:1||이차피해 태도:1||이차피해(Secondary Victimization):1||이차피해유발 수사행동:1||이차피해태도:1||인간중심 집단상담 프로그램:1||인권의식:1||인권존중:1||인권침해:1||인식조사:1||인지적 정서조절 전략:1||인지조절전략:1||인터넷 사용동기:1||인터넷 중독:1||일가정 양립 조화와 균형:1||일반인:1||자기 방어적 양가성:1||자기결정적 고독동기:1||자기구실 만들기 전략:1||자기보고타인지각 차이:1||자기분화:1||자기위로능력:1||자기은폐:1||자기조절:1||자기지향 완벽주의:1||자비:1||자살생각:1||자존감 평가영역:1||자존감 평가영역 중요도와 만족도:1||적극적 대처:1||적극적 수사:1||적극적 스트레스 대처:1||적극적 스트레스 대처방식:1||적대적 자동적 사고:1||적응적 완벽주의:1||적응적 인지적 정서조절 전략:1||적응적 인지적 정서조절전략:1||적응적인 인지적 정서조절:1||전문적 도움추구:1||전문적 도움추구의도:1||전문적 도움추구태도:1||전문직 간 연계:1||정당한 세상에 대한 개인적 믿음:1||정당한 세상에 대한 개인적인 믿음:1||정서명확성:1||정서인식:1||정서적 소진:1||정서적 지지:1||정서적 학대:1||정서표현신념:1||정신건강:1||젠더감수성:1||종속의존성:1||중년:1||중등교사:1||중학생:1||증거 부족:1||직무스트레스:1||직업적 정체감:1||진로결정 자기효능감:1||진로정체감:1||진로효능감:1||질적 분석:1||질적 연구:1||질적연구:1||집단 수퍼비전:1||집단상담:1||차별:1||척도 타당화:1||척도 타당화(validation of scale):1||척도개발:1||척도타당화:1||청년 직장인:1||청년층 이직문제:1||체면:1||체면민감성:1||초기 부적응 도식:1||초등학생:1||최소학력:1||출소자:1||충동성:1||취업지원:1||측정도구:1||친구영향:1||친밀감:1||친밀감에 대한 두려움:1||컴퓨터게임 중독:1||타인지향 완벽주의:1||탐색적 요인분석:1||통제:1||패러다임 모형:1||편견:1||평가 영역:1||평가에 대한 두려움:1||평가염려 완벽주의:1||평등:1||피해자 비난:1||피해자중심서비스:1||학교:1||학교적응:1||학업적 지연행동:1||학업지연행동:1||한국 문화:1||한국 초등교사:1||한국에서의 상담:1||한국인의 행복:1||한국적 상담:1||핵가족:1||현상학적 연구:1||확인적 요인분석:1||회피:1||회피 애착:1||회피 전략:1||회피분산적 정서조절 양식:1||회피애착:1||Active Coping:1||희망:1||ActorPartner Interdependence Model:1||Adaptive Cognitive Emotion Regulation:1||Adaptive cognitive emotion regulation strategy:1||Addiction:1||Adolescents:1||Adult attachment anxiety:1||Age and Gender Groups:1||Alcohol related problem:1||Anger control:1||Angerin:1||Attachment:1||Attachment avoidance:1||Attack:1||Avoidance:1||Avoidant Attachment:1||Avoidant Strategy:1||Avoidant/distractive emotional regulation style:1||Belief in a Just World:1||Codependence:1||Coercion:1||College Life Alcohol Salience Scale:1||College Student:1||College life adaptation:1||Commitment:1||Communication:1||Consensual Qualitative Research:1||Control:1||Counseling Psychologist:1||Counseling expert:1||Depression.:1||Depressions:1||Discrimination:1||Domains of SelfEsteem Appraisal:1||Drinking Motives:1||Drinking behavior:1||Drinking in College Student:1||EgoResilience:1||Emotional Strategy:1||Empathy:1||Equality:1||Experiential Avoidance:1||Experiential avoidance:1||Family Relationship:1||Fathers’ Involvement:1||Fear of Intimacy:1||Fear of negative evaluation:1||Fear.:1||Female college students:1||Five Factor personality:1||Gaslighting:1||Grounded Theory:1||Group counseling:1||Happiness:1||Hardiness:1||Healthy Marital Relationship:1||Importance Index:1||Impulsivity:1||Insecure attachment:1||Internalized shame:1||Interpersonal Problems:1||Interpersonal competence:1||Interpersonal relationship satisfaction:1||Intimacy:1||Intolerance of Uncertainty:1||Korea teachers:1||Korean Counseling Teacher:1||Korean culture:1||Korean elementary school teachers:1||Koreans' Happiness:1||Latent means analysis:1||Life Stress:1||Life satisfaction:1||Lifesatisfaction:1||Loneliness:1||Maladaptive Perfectionism:1||Maladaptive Perfectionism of College Student:1||Maladaptive cognitive emotion regulation:1||Maladaptive/Adaptive Perfectionism:1||Male and Female College Students:1||Marital Power:1||Married female teachers:1||Meaning in Life:1||Measurement Tool:1||Mental Health:1||Middle Aged Men:1||Middleaged Men:1||Middleaged men:1||Mothers' Ambivalent Emotional Expression:1||MultiProfessional Collaboration:1||Multigroup analysis:1||National certificate:1||Neuroticism:1||Nonselection of Romance:1||Occupational identity:1||Otheroriented perfectionism:1||Parentification:1||Parenting Stress:1||Perceiving calling:1||Phenomenological Study:1||Police Officers Investigative the Sexual Aassaults:1||Posttraumatic Growth:1||Posttraumatic growth:1||Power Process:1||Problem Drinking:1||Problemsolving Strategy:1||Procrastination:1||Professionality of Counseling Teacher:1||Protective Behavioral Strategies:1||Psychological Service:1||Psychology and counseling service:1||Public perception:1||Publishing Year:1||Qualitative Research:1||Qualitative Study:1||Rape myth:1||Rejection Sensitivity:1||Relationship Satisfaction:1||Research Methods:1||Reward:1||Romantic Relationship Satisfaction:1||SNS  addiction proneness:1||SNS addiction:1||Satisfaction Index:1||School:1||School Counselors:1||SelfCompassion:1||SelfConcealment:1||SelfEsteem:1||SelfEsteem Domains Appraisal:1||Selfcompassion:1||Selfconcept clarity:1||Selfcontrol:1||Selforiented perfectionism:1||Selfsilencing:1||Sleep:1||Smartphone Overdependence:1||Social networking:1||Socially Prescribed Perfectionism:1||Stress Coping Strategies:1||Stress Coping Strategy:1||Task analysis:1||The Belief in a Just World Scale:1||Trait Anger:1||Traumatic life events:1||University students:1||Value:1||Young Children's Problematic Behaviors:1||Youth:1||Youth dating:1||active stress coping method:1||active stress coping strategy:1||adaptive cognitive emotion regulation strategy:1||adjustment of soldiers:1||adult:1||adult attachment:1||adult attachment anxiety:1||age:1||alcohol expectancy:1||alcoholrelated protective behavioral strategies:1||alienation:1||anger expression cluster:1||anxiety attachment:1||attachment anxiety:1||avoidance attachment:1||avoidant attachment:1||basic psychological needs:1||belief about emotional expression:1||belief about the role of alcohol in college life:1||belief in a just world:1||beliefs in a just world(BJW):1||

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