The Effects of Self-Control on the Relationship between Parents and Educational Stress of Middle School Students

Purpose: The aim of this study was to investigate internet addiction among middle school students and to examine the mediating effects of social support in the relationships of self-efficacy and self-control with internet addiction.Methods: The participants in the study were 119 middle school students in J city. The measurements included a self-efficacy scale, a self-control scale, a social support scale, and the Internet Addiction Scale for Youth. Data were analyzed using the independent t-test or Mann-Whitney U test, one-way analysis of variance, the Scheffé test, Pearson correlation coefficients, and multiple-regression using SPSS version 22.0. Mediation effects were analyzed by the Sobel test and Baron and Kenny's hierarchical analysis technique.Results: Significant correlations were found among self-efficacy, self-control, and internet addiction. Social support had partial mediating effects in the relationship between self-efficacy and internet addiction, as well as in the relationship between self-control and internet addition.Conclusion: In order to prevent internet addiction, the promotion of interactions among peers, which is a component of social support, is particularly important. It is also necessary to promote face-to-face activities that can strengthen relationships. The findings suggest that intensifying social support may help reduce the level of internet addiction in middle school students.

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Effect of Moral Disengagement on Cyberbullying Perpetration in Middle School Students and the Moderating Role of Self-Control

Family and Environment Research ◽

10.6115/fer.2020.005 ◽

2020 ◽

Vol 58 (1) ◽

pp. 61-74

Author(s):

Do Young Jung ◽

Ju Hee Park

Keyword(s):

Middle School ◽

Middle School Students ◽

Moral Disengagement ◽

Cognitive Restructuring ◽

Self Control ◽

Hierarchical Regression ◽

School Students ◽

The Relationship ◽

Victimization Questionnaire

This study examined the effects of moral disengagement (cognitive restructuring and blaming the victim) and selfcontrol on cyberbullying perpetration and investigated if self-control moderated the relationship between moral disengagement (cognitive restructuring and blaming the victim) and cyberbullying perpetration. Participants in the study consisted of 551 middle school students (273 boys and 278 girls) from five middle schools in Seoul and Gyeonggi-do. Cyberbullying perpetration, moral disengagement and self-control were measured using the Bullying/ Victimization Questionnaire, the Mechanisms of Moral Disengagement Scale, and the Self-Control Scale for children and adolescents. Data were analyzed by means of descriptive statistics and a hierarchical regression analysis. The moderating effect of self-control was analyzed using procedures proposed by Baron and Kenny (1986). The results indicated that both levels of cognitive restructuring and blaming the victim increased cyberbullying perpetration whereas the level of self-control decreased cyberbullying perpetration. In addition, self-control moderated the effect of cognitive restructuring on cyberbullying perpetration. The influence of cognitive restructuring on cyberbullying perpetration was greater when the level of self-control was low, compared to when it was high.

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