Human Ecology Research

The Korean Home Economics Association (대한가정학회)
권호 표지
DOI QR코드

DOI QR Code

Effect of Temperament and Social Support on the School Adjustment of Adolescents: Mediating Effects of Positive Psychological Capital

청소년의 기질과 사회적 지지가 학교생활적응에 미치는 영향: 긍정심리자본의 매개효과

  • Choi, Ara (Department of Family Environment & Welfare, Graduate School, Chonnam National University) ;
  • Lee, Sook (Major in Family Environment & Welfare, Chonnam National University)
  • 최아라 (전남대학교 대학원 생활환경복지학과) ;
  • 이숙 (전남대학교 생활환경복지학과)
  • Received : 2017.01.11
  • Accepted : 2017.03.08
  • Published : 2017.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study grasps the structural relationships between temperament, social support, and school adjustment by adolescents as well as investigates the mediating effect of positive psychological capital from relationships between temperament, social support, and school adjustment. Participants in this study consisted of 763 students in the second grade of five middle schools. Productive correlation analysis were conducted on data collected for this study using PASW statistics ver. 18.0 program; in addition, structural equation modeling analysis was conducted using AMOS ver. 18.0 program. The main findings are as follows. Paths appeared in different ways according to the investigation of mediating effect of positive psychological capital under the impact of temperament and social support on school adjustment of adolescents. Investigation showed that harm avoidance temperament had a statistically significant indirect effect on school adjustment with a medium of positive psychological capital. Novelty seeking temperament and persistence temperament had a direct impact on the school adjustment of adolescents; however, it appeared to also indicate an indirect impact through a medium of positive psychological capital. Social support seemed to indicate a direct impact on school adjustment of adolescents as well as an indirect impact through a medium of positive psychological capital. This study provides basic data to help in the school adjustment of adolescents using personal, environmental, and psychological variables that proves the importance of positive psychological capital in adolescence.

Keywords

References

  1. Ahn, J. Y. (2015). A relation between social support and school adjustment of high school students: The mediating effects of egoresilience (Unpublished master's thesis). Yonsei University, Seoul, Korea.
  2. Buss, A. H., & Plomin, R. (1975). A temperament theory of personality development. New York, NY: Wiley.
  3. Cho, H. I. (2009). The mediation effect of hope on the relationship between the social support and academic achievement. The Journal of Elementary Education, 22 (3), 65-87.
  4. Cho, Y. M. (2013). Effect of attention span temperament, affectionate rearing attitudes of mother and family support on behavior problem of child: Focused on the mediating effects of selfresilience (Unpublished doctoral dissertation). Chonnam National University, Gwangju, Korea.
  5. Choi, M. S. (2014). Analysis of the structural relationship among family strength, social support, ego-resilience, hope, peer relational skills and problem behavior of adolescents (Unpublished doctoral dissertation). Dang-A University, Busan, Korea.
  6. Chong, W. H., Huan, V. S., Quek, C. L., Yeo, L. S., & Ang, R. P. (2010). Teacher-student relationship: The influence of teacher interpersonal behaviours and perceived beliefs about teachers on the school adjustment of low achieving students in Asian middle schools. School Psychology International, 31 (3), 312-328. https://doi.org/10.1177/0143034310366207
  7. Chung, S. J., Suh, D. H., Hahm, B. J., Cho, S. J., Han, C. H., Lyoo, I. K., et al. (2002). Relationships between temperament and character dimensions, family environmental factors and antisocial personality traits in detained delinquent adolescents. Journal of Korean Neuropsychiatric Association, 41 (4), 670-680.
  8. Cloninger, C. R., Bayon, C., & Svrakic, D. M. (1998). Measurement of temperament and character in mood disorders: A model of fundamental states as personality types. Journal of Affective Disorders, 51 (1), 21-32. https://doi.org/10.1016/s0165-0327(98)00153-0
  9. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38 (5), 300-314. https://doi.org/10.1097/00006842-197609000-00003
  10. Crosnoe, R., & Elder, G. H. (2004). Family dynamics, supportive relationships, and educational resilience during adolescence. Journal of Family Issues, 25 (5), 571-602. https://doi.org/10.1177/0192513X03258307
  11. Diener, E., & Diener, R. B. (2008). Happiness: Unlocking the mysteries of psychological wealth. Malden, MA: Blackwell Publishing.
  12. Gang, J. R., An, M. S., & Park, Y. G. (2014). Mediating and moderating effects of character strengths on the relationship of temperament and parental attitude to school adjustment in adolescents. Korean Journal of Youth Studies, 21 (10), 147-165.
  13. Guzick, D. T., Dorman, W. J., Groff, T. S., Altermatt, E. R., & Forsyth, G. A. (2004). Fostering social interest in schools for long-term and shortterm outcomes. Journal of Individual Psychology, 60 (4), 361-378.
  14. Ha, S. S. (2012). The influence of character strengths and temperament on mental health for adolescents (Unpublished doctoral dissertation). Seoul National University, Seoul, Korea.
  15. Han, C. H. (2013). The mediating effects of self-efficacy in the relationships between perceived parents' rearing attitudes, social support and school adaptation among middle school students (Unpublished master's thesis). Sangji University, Wonju, Korea.
  16. Han, M. H., & Yoo, A. J. (1996). The relation of stress and perceived social support to problem behavior. Korean Journal of Child Studies, 17 (1), 173-188.
  17. Han, S. C. (2010). Analysis of buffering effects of protective factors on intervention of problem behavior at post-runaway with adolescents. Journal of Future Oriented Youth Society, 7 (1), 125-149.
  18. Hiramura, H., Uji, M., Shikai, N., Chen, Z., Matsuoka, N., & Kitamura, T. (2010). Understanding externalizing behavior from children's personality and parenting characteristics. Psychiatry Research, 175 (1-2), 142-147. http://dx.doi.org/10.1016/j.psychres.2005.07.041
  19. Jang, J. I., & Kim, S. B. (2015). Positive psychological capita and smart-phone addiction on correlation between stress and school life adaptation of adolescents. The Korea Journal of Youth Counseling, 23 (2), 447-465.
  20. Jang, S. H. (2015). The relation between social support and happiness perceived by youth: Mediating effect of optimism and unconditional self-acception (Unpublished master's thesis). Incheon National University, Incheon, Korea.
  21. Jeong, E. Y. (2013). The effect of psychological capital on career barriers and career maturity of high school girls (Unpublished master's thesis). Myongji University, Seoul, Korea.
  22. Jin, H. J. (2013). The mediating effects of perceived social support on the relationships between children's optimism and school adjustment (Unpublished master's thesis). Sookmyung Women's University, Seoul, Korea.
  23. Jung, H. S. (2007). Influence of teenager students' social relations on school resilience (Unpublished master's thesis). Sookmyung Women's University, Seoul, Korea.
  24. Kang, M. S. (2012). A study on the influential factors of the school adjustment in adolescent: Focusing on the daily stress, stress coping strategies, public support system (Unpublished master's thesis). Chungnam National University, Daejeon, Korea.
  25. Kim, B. K., & Min, B. B. (2006). The relationship among perceived parenting behaviors, temperament, character, and depression in adolescence. The Korean Journal of Clinical Psychology, 25 (1), 221-236.
  26. Kim, G. S. (2007). New AMOS 7.0 structural equation modeling. Seoul: Hannare Academy.
  27. Kim, H. S. (2015). A study on gender difference temperament influence about school maladjustment in middle school students: The role of character as a mediator (Unpublished master's thesis). Hanshin University, Osan, Korea.
  28. Kim, S. H. (2016). The relationship between self-complexity and school adjustment among high school student: The mediating effects of positive automatic thought and positive psychological capital (Unpublished doctoral dissertation). Sangji University, Wonju, Korea.
  29. Kim, S. J. (2014). The correlation of resilience, positive psychological capital and school adaptation of middle school students of broken family (Unpublished master's thesis). Jeonju University, Jeonju, Korea.
  30. Kim, Y., Lee, S., & Choi, J. (2016). Relationship among physical attractiveness, peer relationships and self-esteem of middle school 2nd grade students. Journal of Research in Curriculum & Instruction, 20 (1), 21-34. https://doi.org/10.24231/rici.2016.20.1.21
  31. Korea Youth Counseling Institute. (2002). The strategics for establishment of connected cooperation between local communities for social adjustment of adolescents drop-outs. Seoul: Korea Youth Counseling Institute.
  32. Korean Educational Development Institute. (2014). Statistical yearbook of education. Jincheon: Korean Educational Development Institute.
  33. Lee, H. M. (2014). The structural analysis of relationships among family healthiness, self efficacy, social support and school adjustment (Unpublished doctoral dissertation). Hansei University, Gunpo, Korea.
  34. Lee, J. H. (2012). Study on temperament and character traits of middle school students and maladjustment to school (Unpublished master's thesis). Jeonju University, Jeonju, Korea.
  35. Lee, J. Y. (2014). The longitudinal effects of temperaments and parenting on problem behaviors in adolescence: Moderated mediation effects of parenting by gender. The Korean Journal of Clinical Psychology, 33 (4), 851-874. https://doi.org/10.15842/kjcp.2014.33.4.011
  36. Lee, K. Y., & Song, J. S. (2010). The effect of psychological capital on empowerment and learning performance. Journal of Korea Safety Management & Science, 12 (4), 289-300.
  37. Lee, O. J. (2003). Eysenck's personality dimensions and stress coping styles as predictors of school adjustment in high school students. Korean Journal of Social and Personality Psychology, 17 (3), 77-85.
  38. Lee, S. R. (2016). The effects of perceived social support on institutional adjustment among inmates: The mediating effect of hope (Unpublished master's thesis). Sangji University, Wonju, Korea.
  39. Lee, S. Y. (2016). A study on the relationship between the adolescent's self-disclosure, social support, and school life adjustment (Unpublished master's thesis). Chung-Ang University, Seoul, Korea.
  40. Lee, Y. J. (2015). Mediating effect of self-resilience on social support and school adjustment based upon children's perception (Unpublished master's thesis). Hanbuk University, Dongducheon, Korea.
  41. Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students' psychological capital on academic performance. Journal of Education for Business, 87 (5), 253-259. https://doi.org/10.1080/08832323.2011.609844
  42. Luthans, F., Avey, J. B., Avolio, B. J., & Peterson, S. J. (2010). The development and resulting performance impact of positive psychological capital. Human Resource Development Quarterly, 21 (1), 41-67. https://doi.org/10.1002/hrdq.20034
  43. Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60 (3), 541-572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
  44. Luthans, F., & Youssef, C. M. (2004). Human, social, and now positive psychological capital management: Investing in people for competitive advantage. Organizational Dynamics, 33 (2), 143-160. https://doi.org/10.1016/j.orgdyn.2004.01.003
  45. Luthans, F., Youssef, C. M., & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. New York, NY: Oxford University Press.
  46. Martin, R. A., Kuiper, N. A., Olinger, L. J., & Dance, K. A. (1993). Humor, coping with stress, self-concept, and psychological well-being. International Journal of Humor Research, 6 (1), 89-104. https://doi.org/10.1515/humr.1993.6.1.89
  47. Min, B. B., Oh, H. S., & Lee, J. Y. (2007). Temperament and character inventory-family manual. Seoul: Maumsarang.
  48. Ministry of Gender Equality and Family. (2014). 2014 Book of young adults. Seoul: Ministry of Gender Equality and Family.
  49. Moon, Y. J., & Jwa, H. S. (2008). The effect of academic stress on psychological health in adolescent: Moderating effect of emotional regulation. Korean Journal of Social Welfare Studies, (38), 353-379.
  50. Muris, P., Meesters, C., & Blijlevens, P. (2007). Self-reported reactive and regulative temperament in early adolescence: Relations to internalizing and externalizing problem behavior and "Big Three" personality factors. Journal of Adolescence, 30 (6), 1035-1049. https://doi.org/10.1016/j.adolescence.2007.03.003
  51. Nolten, P. W. (1994). Conceptualization and measurement of social support: The development of the student social support scale (Unpublished doctoral dissertation). University of Wisconsin, Madison, WI, USA.
  52. Oh, H. C. (2012). Effects of the social support perceived by airmen on the adjustment to military life through the mediation of selfefficacy and ego-resilience (Unpublished master's thesis). Seoul National University, Seoul, Korea.
  53. Park, H. J. (2014). The effects of social support and optimism on students' school adjustment: A study on meister high school students (Unpublished master's thesis). Pusan National University, Busan, Korea.
  54. Park, Y. R. (2016). Influences of self-efficacy and perceived social support on youths' school life adjustment (Unpublished master's thesis). Daegu Haany University, Daegu, Korea.
  55. Richter, J., & Eisemann, M. (2002). Self-directedness as a cognitive feature in depressive patients. Personality and Individual Differences, 32 (8), 1327-1337. https://doi.org/10.1016/S0191-8869(01)00121-0
  56. Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence, 14 (2), 226-249. https://doi.org/10.1177/027243169401400207
  57. Schmeck, K., Goth, K., Meyenburg, B., & Poustka, F. (2000). Das junior und charakter inventar-JTCI 12-18. Frankfurt: Klinik fur Psyciatrie und Psychotherapie des Kindes-and Jugendalters der der Goethe-Universitat Frankfurt.
  58. Seligman, M. E. P. (2002). Positive psychology, positive prevention, and of positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3-12). New York, NY: Wiley.
  59. Selman, R. L., Schultz, L. H., Nakkula, M., Barr, D., Watts, C., & Richmond, J. B. (1992). Friendship and fighting: A developmental approach to the study of risk and prevention of violence. Development and Psychopathology, 4 (4), 529-558. https://doi.org/10.1017/S0954579400004867
  60. Shin, H. J., & Seo, Y. S. (2006). Analyses of structural equation models on the relationships among social support, self-efficacy, and adjustment by school class. The Korea Journal of Counseling, 7 (1), 117-130.
  61. Shin, H. S., & Khu, B. Y. (2001). Stress coping and its relationship to adjustment in Korean adolescents. The Korea Journal of Youth Counseling, 9, 189-225.
  62. Shin, Y. N. (2015). The effects of adolescents' temperament and social support on school maladjustment (Unpublished master's thesis). Hanshin University, Osan, Korea.
  63. Svrakic, D. M., Whitehead, C., Przybeck, T. R., & Cloninger, C. R. (1993). Differential diagnosis of personality disorders by the seven-factor model of temperament and character. Archives of General Psychiatry, 50 (12), 991-999. https://doi.org/10.1001/archpsyc.1993.01820240075009
  64. Troop-Gordon, W., Visconti, K. J., & Kunts, K. J. (2011). Perceived popularity during early adolescence: Links to declining school adjustment among aggressive youth. The Journal of Early Adolescence, 31 (1), 125-151. https://doi.org/10.1177/0272431610384488
  65. Weissberg, R. P., & O'Brien, M. U. (2004). What works in school-based social and emotional learning programs for positive youth development. The Annals of the American Academy of Political and Social Science, 591 (1), 86-97. https://doi.org/10.1177/0002716203260093
  66. Yu, Y. H. (1994). The relation analysis of school adjustment anxiety, academic achievement (Unpublished master's thesis). Korea University, Seoul, Korea.

Cited by

  1. Effect of Positive Psychological Capital, Sense of Community and Stress on Middle School Students' School Adjustment vol.24, pp.4, 2018, https://doi.org/10.4094/chnr.2018.24.4.506
  2. The Mediating Effects of Positive Psychological Capital on Fear of Positive Evaluation and Speech Anxiety in College Students vol.39, pp.None, 2017, https://doi.org/10.18625/jsc.2018..39.33
  3. 유치원 교사의 공감 능력이 긍정심리자본을 통해 직무 스트레스에 미치는 영향 vol.7, pp.1, 2021, https://doi.org/10.17703/jcct.2021.7.1.240
  4. Mediating and Moderating Effects of Family Cohesion between Positive Psychological Capital and Health Behavior among Early Childhood Parents in Dual Working Families: A Focus on the COVID-19 Pandemic vol.18, pp.9, 2021, https://doi.org/10.3390/ijerph18094781