It was reported that undergraduate students who delayed their academic tasks habitually and needlessly were at great risk of underachieving academically, as well as putting their psychological well-being in jeopardy. It has been suggested that self-compassion would repress academic procrastination (Neff,2011). The main purpose of this study was to investigate the potential mediation of the effects of three subscales of self-compassion —self-kindness, common humanity, and mindfulness— on academic procrastination through self-efficacy and autonomous motivation. Two hundred and forty-six undergraduate students were asked to complete a questionnaire package that included the self-compassion scale, the self-efficacy scale, the autonomous motivation scale, and the academic procrastination scale. It was found that each of the three subscales of self-compassion related to academic procrastination differently and also it was suggested that in order to mitigate or restrain academic procrastination, it might be useful to promote mindfulness entirely, but not others. Theoretical and practical meanings of these findings and also prospective studies were discussed.

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This research examined the relationship between an internal working model (“anxiety” and “avoidance”) and daily life skills, while considering subjective well-being, in young adults. The participants were 255 young adult students. The results showed many of the students who were classified as secure (positive scores “anxiety” and “avoidance”), had high- subjective well-being. Students with positive scores for “anxiety” performed at a high level on the human relations component of the y in the Daily Life Skill assessments. In addition, the students that “avoidance” is positive performed to a high level skill about human relations in the daily life skill assessments. I analyzed the influence of internal working model on daily life skills while controlling for subjective well-being. The results did not show a direct influence of internal working model on daily life skills. I suggest that internal working model influences daily life skill via subjective well-being, and also has a direct relationship with daily life skill.

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The aim of the study was to investigate the effect of the practical training which had been structurally introduced to the students soon after their enrollment, by using the indicators of students' feeling of pre-school-teacher-efficacy and the changes of their cognition on practical training, in view of the practical training. The study also investigated the influence of permeability control power and dysfunctional attitudes on these changes, in order to gain insights in providing practical training. A questionnaire survey, which measures permeability control power, dysfunctional attitudes, pre-school-teacher-efficacy and cognition of practical training, was conducted for 43 second-year university students who major in childcare (11 males, 31 females and 1 unknown), before and after practical training at Regional Childcare Support Centers. It was found that there were no significant changes inpre-school-teacher-efficacy, and that negative cognition of practical training decreased and positive cognition increased. However, the greater the negative cognition before the practical training, the more the negativity increased after the practical training. The more permeability control power they had, the more they increased the feeling of efficacy and decreased negative cognition of practical training. The study also found that a controlling attitude toward the dysfunctional attitudes helped to increase the feeling of cooperation among childcare workers. Based on these findings, the study discussed the issues in providing practical training in childcare.

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In this study, we examined the cultivation of self-esteem in children through play and interaction with others. The following three points were reached as conclusions through case records of fiveyears- old children. 1. When children play and interact with others, they claim their thoughts in various ways, and experience conflicts with each other. 2. In order to overcome these conflicts, support from friends and teachers who can sympathize is needed. 3. Children, while finding a role in conflicts, can become aware of their own and their friends’ goodness as well as nurture a selfesteem of feeling that they're 'good enough'. Additionally, relation between a guardian's growth of self-esteem and the growth of children’s self-esteem was also suggested.

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