This study aims to investigate the extent to which Emerging Adulthood, proposed by Arnett, is experienced by university students and how it is related to to negative emotions. To achieve this aim, the data of 244 aged 19-29 university students was utilized. Descriptive statistics, ANOVA, and correlation analyses were conducted, and results were as follows. First, the results demonstrate the applicability of the five dimensions of emerging adulthood; respondents tended to agree more on that this is a period of identity exploration, of instability, of feeling in-between, and an age of possibilities. and tended to agree less on that this is a period of focus on others. Second, the results revealed that certain socioeconomic factors, including sex, age, grade, economic activity and a leave of absence, were significantly related to emerging adulthood experience. Third, overall emerging adulthood experience and negative emotions showed significant correlations. .'A period of instability' and 'a period of feeling in-between' showed positive correlations, and 'a period of identity exploration' and 'an age of possibilities' showed negative correlations. This study examined whether the emerging adulthood perception and negative emotions of university students were related. Results of the study can help increasing counselor's understanding on this relatively new concept of developmental stage and can be distinguishably used as basis for effective intervention and establishing counselling and education programs.

This study examines the experiences of the teachers guiding the play of preschool children with disabilities and conducts a qualitative meta-analysis. Analyzing the results, we explore the roles of teachers to guide the play of preschool children with disabilities. Six existing studies were selected according to the qualitative meta-analysis procedure, and the seven steps of the qualitative meta-analysis by Nobbit and Hare (1988) were applied to aggregate, categorize, and interpret the meaning of the research using the tertiary composition process. By analyzing the results, the experiences and responsibilities of the teachers are interpreted as follows: 1. the difficulties in the play due to various reasons, 2. the efforts to provide a better play, 3. changes experienced through the play, and 4. Teachers' requirements for stimulating the play. Based on these findings, the roles of the teachers guiding the play of preschool children with disabilities are identified: 1) to help the children with disabilities realization their right to play, 2) to be a Caring who understands sensitive and careful acceptance, and 3) to be an observer who interprets the interaction between children with disabilities, teachers, and peers. The significance of this study lies in the analysis of the experiences and responsibilities of the teachers who guide the play of preschool children with disabilities using qualitative meta-analysis. Also, the required roles of the teachers for the guidance of the play are identified.

The purpose of this study was to investigate the mediating effect of generativity in the relationship between cognitive flexibility and life satisfaction of middle-aged male retirees. The participants of this study were 306 males aged 45 to 64 years who retired from his career job. To measure the research variables, the Satisfaction With Life Scale (Diener, Emmons, Larson & Griffin, 1985), the Cognitive Flexibility Index (Dennis & Vander Wal, 2010), and the Loyola Generativity Scale (McAdams & de St. Aubin, 1992) were used. Descriptive statistics and Pearson's correlation coefficients were calculated for the data analysis. Also, PROCESS macro by Hayes (2013) was used to examine the mediation model. The results of this study demonstrated that the level of cognitive flexibility increased the level of middle-aged male retirees' generativity. And generativity had a positive influence on life satisfaction of middle-aged male retirees. In addition, generativity of middle-aged male retirees fully mediated the relationship between their cognitive flexibility and life satisfaction. In conclusion, the higher the level of cognitive flexibility, the higher the level of middle-aged male retirees' generativity, and consequently, the higher their life satisfaction. These results suggested that improving the level of cognitive flexibility of middle-aged male retirees would play a significant role in increasing their life satisfaction via generativity.