The purpose of this study was to analyze the relations of conspicuous consumption tendency, self-expression satisfaction, and SNS use satisfaction of Gen Z through SNS activities. For a week from 17–23 March 2021, an online survey was conducted targeting the enrolled students of university in Chungcheongnam-do. Out of a total of 398 questionnaires, a total of 394 questionnaires (98.9%) were used for the final analysis after excluding four questionnaires with low reliability. This study was analyzed using SPSS by IBM 23.0(New York, NY, USA) and AMOS 21.0 (New York, NY, USA). In the results of this study, first, the factors such as imported goods/famous brands, high-priced articles, and status symbol except for pursuit of trend of conspicuous consumption tendency had significant effects on the self-expression satisfaction. Second, the factors such as imported goods/famous brands, high-priced articles, and status symbol except for pursuit of trend of conspicuous consumption tendency of Gen Z through SNS activities had significant effects on the SNS use satisfaction. Third, the self-expression satisfaction of Gen Z through SNS had significant effects on the SNS use satisfaction.

Various theories in the field of positive youth development (PYD) through sport argue that student athletes’ satisfaction with basic psychological needs, life skills development, and well-being are closely related to each other. This study identified the structural relationship among three basic psychological needs, life skills, and subjective well-being. Korean Taekwondo student athletes (N = 302, M_age = 17.67, range = 17–19) completed a survey evaluating basic psychological needs (autonomy, competence, and relatedness), life skills (teamwork, goal setting, social skills, time management, and leadership), and subjective well-being (life satisfaction, positive/negative affect). Data were analyzed by using descriptive statistics, correlation, and the Structural Equation Model (SEM). The model’s goodness of fit was ${\varkappa }^2$/df = 2.78, TLI = 0.90, CFI = 0.90, RMSEA = 0.077 (95% CI = 0.70, 0.80), and SRMR = 0.085. The three basic psychological needs were positively related to life skills and subjective well-being. In addition, life skills had a mediation effect between the three basic psychological needs and subjective well-being. The interpretation of the results indicated that life skills development and well-being depend on basic psychological needs. Thus, coaches should encourage a PYD climate to satisfy their athletes’ psychological needs.

Children’s flourishing is likely to be associated with achieving a positive mental and physical quality of life, which is considered as an important factor for helping children to overcome psychological adversity during the critical stage of emotional development. This study examined the relationships between children’s flourishing and childhood depression. This was a cross-sectional study using the 2011–2012 National Children’s Health Survey in the U.S. The conceptual framework that guided this study was a modified ecological system theory model. Multiple regressions were performed to investigate the associations between flourishing and pediatric depression, controlling for demographics, physical activity-related behaviors, family and environmental conditions. A total of 45,309 children (representing 33,293,823 children at the population level) were identified in this study (mean age: 13.63 years; female: 48.7%). Children’s childhood depression was highly related to direct parenting functions, individual needs and environmental availabilities and accessibilities from a socioecological perspective. This study revealed multiple dimensions of how sociological factors influence children’s flourishing and mental health. Parents’ involvement in children’s physical activities and family and social support are crucial for children’s flourishing and mental health status. More attention needs to be paid to provide children with family and social support to help them to overcome and reduce childhood depression.

The purpose of this study was to identify the sport psychological skills of Taekwondo athletes and to develop a scale measuring such skills. We collected preliminary data using an open-ended online survey targeting Taekwondo athletes from nine countries (South Korea, China, Malaysia, United States, Spain, France, Brazil, United Kingdom, and Taiwan) who participated in international competitions between 2019 and 2020. We extracted participants’ sport psychological skills from 75 survey responses, guided by expert meetings and a thorough literature review. We verified our Taekwondo psychological skill scale’s construct validity using 840 survey responses. We utilized V coefficients, parallel analysis, an exploratory structural equation model, maximum likelihood, confirmatory factor analysis, and multi-group confirmatory factor analysis for data analysis. We identified six core sport psychological skills: “goal setting,” “confidence,” “imagery,” “self-talk,” “fighting spirit,” and “concentration.” Our final measure, which demonstrated evidence of reliability and validity, comprises 18 items spanning 6 factors, with each item rated on a 3-point Likert scale.

Background and Objective: The purpose of this study was to identify how the difficulty level of Alternative Hand Wall Toss (AHWT) test changed according to the distance between wall and subject (2.0 m or 1.2 m) and to determine the proper distance for 11–12 years old elementary school students. Material and Methods: Fitness measurement data from participants of “A Study on Development of Fitness Accreditation Standards for National Fitness Award 100 Elementary School Students (aged 11 to 12) in 2018” (total n = 2,753; 2.0 m, n = 1,428; 1.2 m, n = 1,325) were selected. The ratio of numbers, means, and standard deviations of subjects who were unable to measure according to distance were calculated. Difficulty levels of 6 fitness tests including AHWT test by applying Rasch model of Item Response Theory (IRT) were calculated, and AHWT test difficulty levels according to distance, 2.0 m and 1.2 m were compared. All statistical significance levels were set at p < 0.05. Results: Our findings were as follows: First, the ratios of subjects who performed 0 point (action) according to distance were 41% and 5.2% at 2.0 m and 1.2 m, respectively; Second, there was no difference of difficulty level among five test items except for the AHWT test; the difficulty level of the AHWT test was higher at 2.0 m than at 1.2 m. Conclusion: In conclusion, it is difficult to discriminate the ability of 11–12-year-old subjects if the distance to the wall is set to 2.0 m in the AHWT test because the difficulty level is too high. Therefore, we recommend setting the distance to 1.2 m for 11–12-year-old subjects. The results of this study are expected to be used as baseline data for eye-hand coordination tests for elementary school students.

GRIT, which was conceptualized by the American psychologist Duckworth, was designed by grouping growth (G), resilience (R), intrinsic motivation (I), and tenacity (T), which means continuing to be patient and put in effort to achieve goals without being frustrated by adversity or failures experienced in the process of striving toward one’s goals. The purpose of this study was to determine GRIT changes caused by participation of students majoring in science and engineering in taekwondo class. Effects of taekwondo ability on GRIT and academic achievement were also examined to determine structural relationships among taekwondo ability, GRIT, and academic achievement. We selected a total of 305 students (204 participants and 101 non-participants) as research subjects and conducted a GRIT (preliminary) measurement. After one-year of taekwondo class, we collected and statistically processed the data of GRIT (post) measurement, taekwondo ability, and academic achievement of the participants. Reliability analysis, technical statistics, paired sample t-test, correlation analysis, and path analysis were performed. Changes in the GRIT values of the participants were found to be greater than those of non-participants. It was also found that taekwondo ability, GRIT, and academic achievement had significant correlations with each other. Finally, it was found that the higher the taekwondo ability, the higher the academic achievement and the higher the GRIT. Moreover, the higher the GRIT, the higher the academic achievement. Taekwondo training increased the GRIT values of participants. In addition, the taekwondo ability had positive effects on GRIT and academic achievement. GRIT also had a positive effect on academic achievement. Thus, there were structural relationships among taekwondo ability, GRIT, and academic achievement.