ScholarWorks@Korea University: Lee, Sang Min

Detailed Information

Lee, Sang Min (이상민)

College of Education (Department of Education)

Research Area

Tel 02-3290-2306
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Keyword

academic burnout:20||Academic burnout:10||학업소진:10||metaanalysis:10||career counseling:8||resilience:7||burnout:7||심리상담사법:7||planned happenstance skills:7||college students:6||scale development:6||심리상담:6||career decision selfefficacy:6||상담윤리:5||academic engagement:5||latent mean analysis:5||longitudinal analysis:5||척도개발:5||measurement invariance:5||Scale Development:5||latent profile analysis:5||Validity:5||academic hatred:5||career development:5||counselor burnout:5||stress:5||Korean adolescents:4||타당도:4||대학생:4||Resilience:4||confirmatory factor analysis:4||탄력성:4||psychological symptoms:4||Counseling law:4||학교상담:4||peer support:4||life satisfaction:4||심리사법:4||counseling ethics:4||학업정서:4||진로상담:4||Depression:4||Reliability:4||매개효과:4||Perfectionism:3||internet addiction:3||multigroup analysis:3||cluster analysis:3||crosscultural validation:3||selfesteem:3||humidifier disinfectant survivors:3||depression:3||teacher support:3||mediation effect:3||Psychological counseling:3||social support:3||16PF:3||daily diary study:3||학업요구:3||성차:3||스트레스:3||상담사법:3||academic emotions:3||Academic Burnout:3||Career Counseling:3||schooltowork transition:3||Planned Happenstance Career Inventory:3||Motivation:3||mental health:3||Burnout:3||우울:3||gender:3||work values:3||Mediation Effect:3||학업열의:3||Selfcompassion:2||상담심리사:2||Life satisfaction:2||다집단분석:2||학업지연행동:2||Counselor’s Law:2||Counselor:2||Careerrelated Parent Support. Construct Validity:2||career decisionmaking style:2||Schooltowork transition student:2||achievement emotion:2||socially prescribed perfectionism:2||School counseling:2||counseling effectiveness:2||Moderation Effect:2||조절효과:2||수형자:2||Adult Attachment:2||Gender Difference:2||wellness:2||Academic Engagement:2||willingness to pay (WTP):2||Economic Value:2||Career Decision SelfEfficacy:2||Reliability Coefficient:2||상담성과:2||emotional exhaustion:2||Emotional acceptance:2||Emerging adults:2||심리상담 법령:2||학업스트레스:2||자살:2||academic achievement:2||validity:2||reliability:2||moderated mediation model:2||job satisfaction:2||상담태도:2||national insurance coverage:2||need strength:2||comparison study:2||counselors' burnout:2||selfcare:2||국가직무능력표준:2||Korean undergraduates:2||중학생:2||perfectionism:2||latent growth model:2||Inmates:2||Delinquency:2||helpseeking behavior:2||SelfEsteem:2||진로결정 자기효능감:2||JDR model:2||Emotional clarity:2||autoregressive crosslagged model:2||Academic Stress:2||school counseling:2||academic pressure:2||학업감정:2||career barriers:2||academic demands:2||Contingent Valuation Method(CVM):2||years of counseling experience:2||Parents’ Career Support:2||Counseling:2||SNS:2||Psychologist Law:2||Socially prescribed perfectionism:2||metaverse counseling:2||Interpersonal emotion regulation:2||academic emotion:2||career decisionmaking selfefficacy:2||성인애착:2||진로의사결정유형:2||신뢰도:2||achievement goal orientations:2||shortterm longitudinal study:2||need satisfaction:2||School Counseling Policy:2||Holland Career Type:2||adaptive function:2||longitudinal study:2||School Counseling:2||stigma:2||Attitudes toward seeking professional help:2||CDRISC:2||counseling/psychotherapy:2||clusters:2||multiple achievement goals:2||인터넷 중독:2||경제적 가치:2||Outcome Analysis:2||Facture Structure:2||Reliability Generalization:2||curvilinear model:2||Career Decisionmaking Selfefficiency:2||social disaster:2||latent transition analysis:2||autonomy support:2||student burnout:2||학업자원:2||vocational identity status:2||exploratory factor analysis:2||구인타당도:2||자아존중감:2||ItemLevel Analysis:2||career maturity:2||multiculture:1||school adaptation:1||latent class analysis:1||Basic psychological needs:1||Designmajor college students:1||students' interview:1||개념도분석(concept mapping):1||working mothers:1||statutes for psychological counseling:1||상담법:1||Interpersonal Stress:1||Smartphone Addiction:1||Latent Class Analysis:1||panic symptoms:1||성취정서:1||academic anxiety:1||학업지지:1||직무요구자원모형:1||optimism:1||future prospects:1||학업참여:1||학업성취:1||JD  R모형:1||contingent valuation method (CVM):1||crosscultural:1||국제비교:1||counseling:1||discriminant analysis:1||부적응적 완벽주의:1||SNS addiction proneness:1||사회부과 완벽주의:1||마음챙김:1||성격 5요인:1||다변인다중회귀분석:1||dysfunctional career thoughts:1||Personality:1||attachment anxiety:1||attachment styles:1||가정불화:1||잠재성장모형:1||Latent Growth Model:1||internal resources:1||지도성유형:1||보호요인:1||protective factors:1||교직헌신도:1||자기조절:1||suicide:1||hierarchical logistic regression analysis:1||Longitudinal analysis:1||peers:1||희망:1||Hope:1||psychological distress:1||심리적 불편감:1||trait anxiety:1||parentchild communication:1||보리치 요구도:1||계획된 우연:1||Rasch rating scale model analysis:1||정신건강:1||자기낙인:1||parent burnout:1||therapist burnout:1||성과분석:1||조건부가치 측정:1||5요인 성격특성:1||정신건강서비스:1||요인구조:1||typology:1||인지적요인:1||Sociocultural:1||social comparison styles:1||부모 진로지지:1||professional help:1||adult attachment:1||public health:1||Cyber bullying:1||오프라인 괴롭힘:1||비행:1||engagement:1||moderation analysis:1||Taxfree service:1||Feedback:1||전문상담사:1||multilevel structural equation modeling:1||실무실습:1||실무수련:1||Practicum:1||회복탄력성:1||그릿:1||Psychological Counselor Act:1||메타버스:1||법제화:1||Exclusive right to practice:1||Psychological Counselor’s Law:1||Unification:1||National certificate:1||진로장벽:1||emotional processes:1||multilevel mediation model:1||multiple case study:1||비정규 교육과정:1||counseling center:1||counselor’s law:1||최소 결격 사유:1||career problem:1||career problem checklist:1||counselor quality:1||personcentered approach:1||daily diary method:1||수업집중곤란:1||Social support:1||emotion regulation:1||counselorintraining:1||다양성:1||international comparative study:1||longitudinal pattern analysis:1||Achievement goals:1||Korean high school students:1||role overload:1||초등교사:1||Stress mindset:1||concept mapping:1||Work Pattern Analysis:1||조절된 매개효과:1||Logistic:1||crosscultural study:1||multilevel latent growth model:1||supervisory working alliance:1||supervision satisfaction:1||APO:1||Counselor activity selfefficacy:1||life adjustment:1||상담효과성:1||national health insurance:1||stressor:1||coping strategies:1||supervisor's behavior:1||Suppressor effects:1||Maladaptive Perfectionism:1||Academic Procrastination Behavior:1||career guidance teacher's competencies:1||preservice teachers:1||계획된 우연 이론:1||MiddleAged Women:1||career decision level:1||진로정체감 지위(VISA):1||진로결정수준:1||countertransference management ability:1||moderator:1||개인 내 변화량:1||inter and intraindividual difference:1||Procrastination Motives:1||사회적 유대감:1||demographic factor:1||Anxious Attachment:1||상담의도:1||다중매개:1||Elements of Professionalism:1||전문적 도움추구 단축형 척도:1||잠재평균분석:1||스트레스 대처방식:1||허쉬코비츠 임계함수:1||Professional School Counselor:1||Career Decision SelfEfficacy Scale:1||진로결정:1||SOC:1||욕구만족도:1||sexual abuser:1||attitudes towards seeking help:1||dysfunctional schemas:1||성고정관념:1||& Instructional Factors:1||대조:1||동일시:1||downward comparisons:1||contrast:1||attitudes toward counseling:1||unemployment:1||the National Assembly:1||비대면 상담:1||School violence:1||intimate partner violence:1||민간상담센터:1||Monitoring:1||상담과정:1||Counseling Process:1||Professional Experience:1||Career Maturity:1||National Certification:1||서비스 명칭:1||avatar:1||전문성:1||업무독점권:1||면허:1||1인 1개소:1||전문직 협회:1||Task analysis:1||college graduates:1||school climate:1||multilevel structural equation modelling (MSEM):1||structural equation modelling:1||일반인:1||인식조사:1||minimum level of educational attainment:1||the public:1||virtual psychotherapy:1||exhaustion:1||school counselor:1||school counsellors:1||virtual reality:1||psychological counseling code of ethics:1||selfdetermination theory:1||스트레스 마인드셋:1||the Job DemandsResources model:1||중․고등학생 학업스트레스:1||Job Analysis:1||직무분석:1||Academic Failure Tolerance:1||대만:1||school counseling law:1||Taiwan:1||공황:1||comorbidity:1||supervisee's selfefficacy:1||latent growth modeling:1||보직이동의도:1||effortreward imbalance:1||happenstance learning theory:1||Adolescents:1||학교상담제도:1||놀이상담:1||SNS 중독경향성:1||SNS usage motivation:1||test anxiety:1||시험불안:1||진로지도효능감:1||가정생활만족:1||중년여성:1||Typology:1||occupational identity status:1||analysis of covariance (ANCOVA):1||Informal Labeling:1||Family Discord:1||cultural validation:1||burnout symptoms:1||confirmatory factor analyses:1||latent means analyses:1||내재적 종교성향:1||prosocial behavior:1||Structural Equation Modeling:1||Bootstrapping:1||Vocational Values:1||ParentChild Relationship:1||Autoregressive crosslagged model:1||protective factor:1||ambivalence:1||Parental bonding:1||school commitment action:1||다변량 분산분석(MANOVA):1||진로포부:1||Planned Happenstance Skills:1||Career Aspiration:1||Career Exploration Behavior:1||Cultural validation:1||성취목표동기:1||군집:1||teachers' personal attitudes toward seeking professional help:1||비용효과분석:1||mood:1||korean:1||Underachivement:1||하향비교:1||진로의사결정 자기효능감.:1||심리상담 법안:1||the Ministry of Health and Welfare:1||Counseling Ethics:1||elementary school students:1||부가가치세법:1||Counseling in the private sector:1||Phenomenography:1||Session Evaluation Scale:1||NCS:1||bicultural selfefficacy:1||Psychologist:1||심리상담사:1||민간심리상담센터:1||응시자격:1||Academic stress model:1||Counselor Law:1||해외법령:1||Coexistence:1||Psychology and counseling service:1||Public perception:1||PJ fit:1||teacher relationships:1||irregular curriculum:1||대안학교:1||다중사례연구:1||problem behaviors:1||supervised training period:1||selfdiscrepancy:1||adaptive life functioning:1||surface acting:1||inperson counseling:1||Selforiented perfectionism:1||심리상담 윤리강령:1||Career Flexibility Inventory:1||negative clientele:1||psychotherapist:1||직무스트레스:1||parenting burnout:1||직무만족도:1||대인관계 스트레스:1||학교상담법:1||학교상담 미래 정책과제:1||supervisee's working alliance with clients:1||bullying:1||program evaluation:1||학업압력:1||교우지지:1||Job Burnout:1||compulsion:1||growth mixture modeling:1||상담정책:1||부모의 학업지지:1||parents’ academic demand:1||parents’ academic support:1||coping:1||multigroup latent growth modeling:1||Elementary School:1||매개된 조절효과:1||예비교사:1||진로결정자기효능감:1||SelfDifferentiation:1||Family stress:1||attitudes toward seeking help:1||career stress:1||Suppressor effect:1||주관적 안녕감:1||부트스트랩핑:1||자존감:1||위계적 이항 회귀분석:1||children․adolescents:1||직업가치:1||Career Cognition:1||비공식 낙인:1||helpseeking intention:1||특성불안:1||parent involvement:1||Korean students:1||effort reward imbalance model:1||전문직업성 요소:1||종단:1||전문상담교사:1||construct validity:1||Maslach Burnout Inventory:1||psychotherapists:1||동기:1||Career Decision:1||SOC전략:1||단기종단:1||public stigma:1||부모소진:1||parental bonding:1||선택이론:1||sexual offender:1||양가태도:1||부모진로지지:1||문항 수정:1||번역 오류:1||College Students:1||학습부진:1||Computer use:1||counselors:1||신뢰도 계수:1||상담경력:1||진로발달:1||사회환경적요인:1||Math Education:1||sociodemographic factors:1||transition from school to work:1||보건복지부:1||Non facetoface Counseling:1||Traditional bullying:1||Experience of bullying:1||the ValueAdded Tax law:1||회기평가:1||모니터링:1||Mental health:1||Supervised Practice:1||Supervised Education:1||진로성숙도:1||Psychological Counseling Act:1||Private Psychological Counseling Center:1||경과조치:1||선발과정:1||Achenbach system of empirically based assessment:1||License:1||One place of business per certificate:1||Psychologist’s Law:1||통합:1||국가자격:1||career barrier scale:1||alternative school:1||대학진학:1||minimum disqualification condition:1||상담소 개업:1||수련 기간:1||qualification criteria:1||counseling psychologist:1||classroom attention difficulties:1||multilevel modeling with repeated measures:1||multilevel moderation model:1||artificial intelligence:1||Working alliance:1||국제 비교 연구:1||university students:1||planned happenstance career theory:1||Elementary school teacher:1||parenting stress:1||overseas cases:1||직무패턴분석:1||학업실패내성:1||Convergence:1||Moderated Mediating Effect:1||스마트폰 중독 경향성:1||Latent Growth Modeling:1||자율성지지:1||직무열의:1||Turnover Intention:1||Counselorsintraining:1||상담심리학:1||counseling psychology:1||직무요구자원모형:1||Job Demands  Resources Model:1||Academic resources:1||Academic engagement.:1||survival analysis:1||descriptive discriminant analysis:1||happenstance skills:1||career satisfaction:1||Helpseeking:1||SNS 이용동기:1||relational aggression:1||mindfulness:1||우연 기술:1||Life Satisfaction:1||helpseeking:1||Aggression:1||Infliction of Violence:1||Classroom Climate Inventory:1||career decision certainty:1||crosscultural differences:1||school adjustment:1||Stress:1||위험요인:1||지연동기:1||Academic Procrastinating Behavior:1||자기회귀 교차지연:1||risk factor:1||회피애착:1||Avoidant Attachment:1||career indecision:1||crosscultural counseling:1||attitude toward school:1||multivariate multiple regression analysis:1||Herschkowits' critical functional formula:1||Needs Assessment:1||MANOVA:1||5point Likerttype format response:1||상담과 심리치료:1||지불의사금액(WTP):1||‘중다’ 성취목표:1||부모양육태도:1||Kaplan:1||역기능적 인지:1||Mental Health Service:1||Teachers:1||measurement:1||진로성숙:1||정서적요인:1||othercare:1||Holland 진로유형:1||국회:1||Confidentiality:1||비밀보장:1||학교폭력:1||상담비:1||현상기술학:1||심리상담 법제화:1||Legalization of Counseling:1||Professional Counselor:1||classroom climate:1||acculturation:1||hierarchical linear model:1||class climate:1||현상학적 연구:1||phenomenological study:1||국가자격증:1||아바타:1||metaverse:1||anonymity:1||Transitional Measure:1||Training process:1||Legislation:1||canonical correlation analysis:1||Foreign Law:1||심리․상담 서비스:1||업무분석:1||타당화:1||beginner counselor:1||Contingent Valuation Method (CVM):1||Emerging adulthood:1||Latent moderation analysis:1||psychometric properties:1||counseling center opening:1||hierarchical linear modeling:1||최소학력:1||survivors:1||somatic complaints:1||technology:1||Metaverse counseling:1||Silence:1||Virtual reality:1||다문화:1||child abuse:1||development of academic burnout:1||burnout typology:1||잠재계층분석:1||intention of committing suicide:1||WEE centers:1||기본심리적욕구:1||academic support:1||American and Korean students:1||Cross cultural studies:1||cognitive emotion regulation:1||부모의 학업요구:1||Academic demands:1||economic value of counselling services:1||community types:1||학교상담모형:1||international comparison:1||Play counseling:1||clinical supervision:1||Religious coping:1||turnover:1||Middle School Students:1||관계적 공격성:1||청소년 학업소진:1||career guidance selfefficacy:1||진로진학상담교사역량:1||자아분화:1||군집분석:1||공격성:1||advisor's leadership type:1||paternal rearing attitude:1||middle school students:1||risk factors:1||subjective wellbeing:1||Mediation effect:1||Selfregulation:1||Informal Label:1||Autoregressive CrossLagged Modeling:1||불안애착:1||approachavoidance conflict:1||helpseeking attitude:1||양가감정:1||career decisionmaking styles:1||factorial validity:1||mental health professionals:1||crosscultural counseling inventory:1||한국 상담사법:1||Borich's formula:1||상담자:1||선택·최적화·보상 전략:1||국민건강보험 혜택 적용:1||Economic Values:1||Academic Underacbievement Gender:1||School:1||family of origin:1||attitudes:1||homosexuality:1||achievement gap:1||action research:1||educational attainment:1||교육적요인:1||upward comparisons:1||jobseeking stress:1||multitraits multimethods (MTMM):1||National Competency Standards:1||acculturative stress:1||면세용역:1||피드백:1||Counseling Outcome:1||상담인증프로그램:1||Counseling Program Accreditation System:1||중년 1인 가구:1||middleaged oneperson households:1||마음건강:1||Grit:1||Qualification:1||conservation of resource theory:1||Psychological Counselor Law:1||초심상담자:1||career barrier:1||Willing to Pay:1||university entrance:1||학교 밖 청소년:1||teachers' autonomy support:1||Crosslagged panel design:1||Job demandsresources model:1||burnout intervention:1||career flexibility:1||Turnover intention:1||디자인전공 전문대학생:1||짜증:1||counseling law:1||해외사례:1||Job Satisfaction:1||College Student:1||로지스틱:1||school counseling future policy tasks:1||suicidal intention:1||basic psychological needs:1||학대예방경찰관:1||JDR Model of Stress:1||parent support:1||Job DemandResource Model:1||school counseling model:1||school counseling system:1||초등학교:1||Play media:1||tolerance of uncertainty:1||Longitudinal design:1||도움요청:1||mediated moderating effect:1||adolescents’ academic burnout:1||완벽주의:1||Teacher burnout:1||previous counseling experience:1||vocational identity status assessment (VISA):1||여자고등학생:1||진로스트레스:1||폭행가해:1||Gender Differences:1||Coping strategies:1||environmental/external resources:1||career engagement:1||problemfocused coping:1||아버지 양육태도:1||개인 간 차:1||친사회적 행동:1||internal religious orientation:1||아동․청소년:1||진로 관련 인식:1||직업기초능력:1||부모자녀 관계:1||teacher:1||schoolbased programs:1||갈등:1||진로미결정:1||demand control model:1||한국 상담사법 초안:1||억제효과:1||직업탐색행동:1||판별분석:1||teachers' attitudes in students' usage of mental health services:1||selfstigma:1||교사상담태도:1||gender differences:1||전문상담교사제도:1||ambivalent attitudes:1||다변량다중회귀분석:1||multivariate multiple regression analysis:1||error of translation:1||CostEffective Analysis.:1||문항수준:1||Academic achievement:1||gays and lesbians:1||personality variables:1||career maturity attitude:1||학습부진아:1||Affective:1||사회비교유형:1||utility:1||demandcontrolsupport model:1||윤리강령:1||비행경험:1||사이버 괴롭힘:1||Counseling fee:1||intrinsic motivation:1||international student:1||Counselor law:1||실무교육:1||실무경력:1||익명성:1||경과규정:1||양성과정:1||공존:1||대중 인식:1||Counseling Psychologist:1||Monetary Values of Counseling:1||Survival Analysis:1||Parental autonomy support:1||Perceived stress:1||student resilience:1||introjected motivation:1||상담센터:1||contextual factor effect:1||humidifier disinfectant:1||일상다이어리기법:1||Depressive symptoms:1||job environment:1||counseling outcome:1||ChatGPT:1||counseling training:1||Session satisfaction:1||Correctional officers:1||academic motivation:1||goal adjustment:1||이직의도:1||Job 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effect:1||교육요구분석:1||DDA:1||학생상담태도:1||사회낙인:1||욕구강도:1||factor analysis:1||학업 소진:1||Big Five:1||revising item:1||성별:1||Gender Stereotype:1||family environment:1||antigay attitudes:1||homosexuals:1||신뢰도 일반화 검증:1||상담자소진:1||비교연구:1||곡선형관계:1||single parent:1||상향비교:1||assimilation:1||Code of Ethics:1||초등학생:1||Student burnout:1||Longitudinal study:1||Multilevel latent growth modeling:1||Counseling Relationship:1||상담관계:1||자기돌봄:1||Psychological counselor:1||심리사:1||상담사:1||Title:1||Psychologist Act:1||Service Title:1||명칭:1||Transitional Provision:1||Professionalism:1||Selection process:1||job demandresource model:1||Multigroup analysis:1||Professional governing body:1||진로장벽척도:1||countertransference management:1||peer relationships:1||stress mindset:1||Stress Mindset Measure:1||Korean outofschool youth:1||criteria:1||규준:1||effects of psychotherapy:1||achievement value:1||teachers' academic pressure:1||응시 자격:1||survey research:1||academic resources:1||virtual avatar:1||Perfectionism social disconnection model:1||

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