This paper examines what affects adolescents’ English anxiety in the English as Foreign Langauage (EFL) context. A total of 414 adolescents in South Korea participated in the study and the AMOS 20.0 was used in structural equation modeling for statistical analysis. The results are as follows. Girls showed a higher level of English anxiety and self-directed learning ability than boys. Second, adolescents’ English self-efficacy had a partial mediating effect on the relationship between parental pressure expectation and English anxiety. Third, parental pressure expectation had a significant effect on English anxiety through self-directed learning and English self-efficacy. Fourth, a gender difference in the paths of the models was significant. This provides supporting evidence to many educators and parents for the implementation of effective support practices for adolescents who learn English in EFL contexts similar to Korea to reduce thier English anxiety.

The purpose of this study was to investigate the trajectories of multicultural adolescents’ ego-resilience, to compare the effects of neglectful parenting and bilingual competency on the trajectories, and to analyze the longitudinal mediation effect of ego-resilience on these variables’ influence to acculturative stress. In order to accomplish these aims, analysis was conducted using the data of 1,392 adolescents from the Multicultural Adolescents Panel Study. For statistical analysis, AMOS 20.0 was utilized for latent growth modeling and structural equation modeling. Results indicated: (1) a quadratic increase in ego-resilience of multicultural adolescents; (2) a difference in the trajectory of ego-resilience according to gender, with males displaying lower initial values and more rapid growth; (3) significant effects of neglectful parenting and bilingual competency on the trajectories of ego-resilience; and (4) mediating effects of ego-resilience between (a) neglectful parenting and acculturative stress, and (b) bilingual competence and acculturative stress. In accordance with the view of adolescents as prospective leaders in promoting a sustainable future, this study offers insight on the positive psychosocial development and well-being of multicultural adolescents.

Objectives: This study investigated how graphomotor skills and written expression are exhibited in writing development during early childhood. The study also aimed to uncover the types of writing development of young children with similar graphomotor skills and written expression. Finally, the predictors on the latent groups of writing development were identified.Methods: Participants were 101 six-year-old children and their mothers. Children performed writing tasks (including copying the alphabet and writing on a picture card). Mothers completed a questionnaire about their beliefs and guidance styles on writing. Latent class analysis (LCA) was then conducted to examine the types of writing development among young children.Results: First, significant individual differences were seen among beginning writers in graphomotor skills and written expression, suggesting that such individual differences in writing could be empirically demonstrated. Second, the latent classes of writing development among young children were classified into three types: rapid/expressive writers, slow/expressive writers, and developmental writers. Third, predictors of being classified into one of the types were identified as the mother’s belief and guidance styles on emergent writing practices and children’s fine-motor development, preference for literacy activities, and drawing expression.Conclusion: This study expanded the theoretical viewpoint of the overall research in children’s writing development by evaluating both cognitive and sensorimotor traits of early writing. Moreover, this study has practical implications for enhancing young children’s writing ability by considering the latent classes of writing development for young children.