The Study of Reliability and Validity of the Korean Version of the Toronto Mindfulness Scale / 신경정신의학

OBJECTIVES: In this study, we examined the reliability and validity of the Korean version of the Toronto Mindfulness Scale (K-TMS), a brief self-report measure to assess state mindfulness. METHODS: We administered the K-TMS, Beck Depression Inventory, Experiences Questionnaire (K-EQ), Mindfulness Attention Awareness Scale (MAAS), Positive Affect and Negative Affect Schedule (PANAS), and Rumination-Reflection Questionnaire (RRQ) to 205 university students and conducted exploratory factor analyses (EFA), confirmatory factor analyses, and correlation analyses among the related variables. RESULTS: The K-TMS demonstrated high internal consistency, and its corrected item-total correlations ranged from .37 to .73. Exploratory factor analyses resulted in a two-factor solution (curiosity, de-centering), based on an examination of the scree plot and eigenvalues, which was structurally similar to the original TMS scale. Confirmatory factor analyses indicated that a correlated 2-factor model, with correlated error terms, showed an adequate fit to the data. The K-TMS was positively correlated with de-centering (r=.304, p<.01), as measured by the EQ, with reflective self-awareness (r=.334, p<.01), as assessed by the K-RRQ, and with positive affect (r=.302, p<.01), as assessed by he PANAS. There were no significant relationships between the K-TMS and depression, and the correlation between the K-TMS and the MAAS was not significant. CONCLUSION: These results show the K-TMS is a promising measure of mindfulness state, with good psychometric properties. Further study of the relationship between the K-TMS and mental health is needed.

The Relationship between Psychological Characteristics and Academic Achievement in Medical Students / 신경정신의학

OBJECTIVE: Several psychological characteristics of medical students were investigated, the relationhip between these characteristics and academic achievement was identified, and futhermore some significant predictors of their academic achievement were explored. METHOD: Subjects were a total of 489 medical students, 1st, 2nd, 3rd year in Chosun university as of in 1998. We administered self-report questionnaires including age, sex, grade failure, and transfer experience. And Beck Depression Inventory, Achievement Self-Discrepancy Scale, Self-Efficacy Scale, State-Trait Anxiety Inventory(state) Test Anxiety Scale, and the Inventory of Performance Anxiety were handed out to them on April 1998. After the semester, we examined the academic achievement according to grade point average. Pearson's correlations were calculated to explore the relationships between grade failure and other psychological variables, as well as the relationships between academic achievement and other psychological variables. The amount that academic achievement was explained by the psychological variables was obtained using multiple regression analysis. RESULT: 1)In 489 students, grade failure was 168(34.3%) non-failure was 321(65.7%) and transfer was 33(6.7%) 2)While G.P.A., performance anxiety, and self-efficacy, respectively, were negatively correlated with the failure, test anxiety was positively correlated with the grade failure. There were no statistically significant correlations between grade failure and depression, self-discrepancy, or state anxiety. 3)Academic achievement was positively correlated with both gender and self-efficacy, whereas it was negatively correlated with depression, self-discrepancy, test anxiety, and state anxiety, respectively. Female students were better than males in academic achievement. 4)The amount that age, gender, grade failure, transfer, depression, self-discrepancy, test anxiety, state anxiety, performance anxiety, and self-efficacy accounted for academic achievement was 10.86% totally. CONCLUSION: Gender, grade failure, and depression in medical students affected their academic achievement significantly.

The Effects of Achievement Self Discrepancy and Evaluative Threat Stress on Performance Anxiety / 신경정신의학

OBJECTIVES: The purpose of this study to examine if the levels of anxiety(emotional, cognitive, and behavioral measures) during performance are influenced by interaction of both achievement related self discrepancy(=psychological vulnerability variable) and evaluative threat stress(=stressor) based on vulnerabilitystress model in order to identify the mechanism of development of performance anxiety and furthermore to suggest psychological intervention strategies to reduce and prevent it effectively. METHOD: High and low self discrepancy subjects consisted of students from the upper(n=40) and lower 15%(n=40) on achievement related self discrepancy scale, respectively. They were randomly assigned to either evaluative threat condition or neutral condition, and then all subjects took intellective task(verbal reasoning test and digit symbol test). RESULTS: The results were as follows; 1) High self discrepancy subjects under evaluative threat reported significantly higher level of state anxiety during performance than low self discrepancy subjects under any condition and also experienced higher degreee of state anxiety with marginal significance than high self discrepancy subjects under neutral condition, whereas there were no significant effects on the anxiety level of group variable under neutral condition or of stress variable in low self discrepancy subjects. 2) High self discrepancy subjects reported more cognitive interference during performance than low self discrepancy subjects regardless of the level of stress. 3) High self discrepancy subjects performed marginally significantly more poorly in digit symbol test than low self discrepancy subjects regardless of the level of stress, whereas there were no significant effects on verbal reasoning test. CONCLUSION: The hypothesis that performance anxiety could be affected by achievement related self discrepancy and stress, and specially by interaction between self discrepancy and stress was relatively strongly supported by the results on emotional measure of performance anxiety. In addition, this hypothesis received partial support by the results on cognitive and behavioral measures. We might conclude that it is important to consider achievement-related self discrepancy and evaluative threat stress together to understand the mechanism of development of performance anxiety and to reduce or prevent this anxiety effectively.