• Journal of Digital Convergence
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• v.18 no.6
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• pp.297-309
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• 2020

This study focuses on the application of the data mining technique logistic regression analysis and decision tree analysis to the domestic public database called Korean Children Youth Panel Survey (KCYPS) to derive a series of important factors affecting the enhancement of life satisfaction of domestic youth. As a result, the general impact factors on life satisfaction for each grade were derived from logistic regression. Using decision tree analysis, we came to conclusions that those factors such as depression, overall grade satisfaction, household economic level, and school adaptation play crucial roles in affecting high school adolesscents' life satisfaction.

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.15-30
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• 2014

The purpose of this study is to provide basic information on clothing preference to help teachers suggest clothes that help students adapt better to school life, and to get basic data specific to Home Economics curricula and how teenagers' attitude toward clothes correlate with their conformity to school as a whole. The survey of 587 students was conducted between December 17-24, 2012 in Gwangju. The data was analyzed using the SPSS 18.0 for window program: frequency, means, factor analysis, cluster analysis, Chronbach's ${\alpha}$, t-test, and ANOVA. There were significant differences in the many adolescents's adapted to school life based on the clothing behavior conformity and the attitude toward the name-brand. The results showed that, if it is not extreme, adolescents had the more the clothing behavior conformity on peer & mass media than less, they did well adapt on school life. And the group of more preference for the name-brand clothing result in low school discipline adaptation but high peer and teacher relationship. In adaptation of learning, they were not different significantly based on attitudes toward the name brand.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.169-183
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• 2007

The purpose of this study is to examine the effects of self-esteem, relationships with parents and peer relationships on adolescents' school adjustment. Total of 900 middle school students residing in Guri, Geonggi-Do participated in the survey and the data collected from 874 students (557 male and 317 female students) were analyzed for this study. The followings summarize results of the study. First, the findings suggested that there is no significant difference between female and male students in school adjustment. Secondly, the study revealed that there is no difference between female and male students in self-esteem and relationship with parents. Thirdly, this study provided clear evidence that students with high self-esteem and close relationship with parents and schoolmates adapt to school life better than those with low self-esteem and distant relationship with parents and schoolmates. Fourthly, students with high self-esteem and close relationship with parents and schoolmates displayed higher adaptability to school life, and as for male students, close relationship with schoolmates was the most prominent factor which helps them adapt to school life better while female students' adaptability to school lifewas mainly affected by relationship with parents.

• Korean Educational Research Journal
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• v.41 no.1
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• pp.25-57
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• 2020

The purpose of this study is to analyze the characteristics of beginning teachers in elementary school as they experience the lifecycle of teachers, to analyze and comprehend the difficulties of these teachers based on their characteristics, and to propose a resolution strategy. The study is intended to assist beginning teachers in adapting well to their work and profession as teachers in order to contribute to the growth in quality of education; it is also intended to prepare beginning teachers to utilize their time in elementary school as a period of self-improvement to become proficient teachers. The difficulties in human relations that beginning teachers experience in school can be divided into three major categories: relations with administrators and fellow teachers, relations with parents of students, and relations with students. The standardized and uniform culture of a school and the administrators and fellow workers imposing such a culture are the reason for the difficulties that beginning teachers face, and the question of what kind of fellow teachers the beginning teachers will encounter in their first school exerts a serious influence on the growth of these teachers, who have just begun their career in education. Furthermore, the lack of skills to discipline students eventually leads beginning teachers to face difficulties in controlling students in the classroom, and the process of encountering and resolving various classroom problems contributes to the growth of teachers' proficiency. Moreover, the attitude of students' parents who behave toward them as novice teachers serves as the reason for beginning teachers to lose their confidence or face difficulties in their careers, and exerts an influence on student counseling and guidance. The resolution strategy that beginning teachers apply as they encounter such problems with the entities in the educational field is as follows: imitation, listening, and accepting the thoughts and to renounce. To resolve the difficulties that beginning teachers experience, it is necessary to allocate space and time to discuss their difficulties and possible plans for resolution during the beginning teachers' training period and initiate a mentoring system in schools. Lastly, it is necessary that the offices of education continuously conduct qualitative research on beginning teachers and publish casebooks on such studies.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.397-406
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• 2016

The purpose of this descriptive study was to identify the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions. The study population consisted of 162 young children's mothers and teachers from seven kindergartens in A city. Data were collected from June 1 to June 30, 2016. The questionnaire consisted of 73 items about maternal self-efficacy, children's ego-resilience and children's preschool adjustment. The collected data were analyzed by frequency, descriptive methods and Pearson's correlation coefficient using SPSS/WIN 22.0 version. The study results were as follows. First, maternal self-efficacy was weakly positively(+) correlated with the activeness of children's preschool adjustment. Second, children's ego-resilience was significantly positively(+) correlated with children's preschool adjustment. Third, regarding the relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions, maternal self-efficacy was weakly positively(+) correlated with children's ego-resilience and children's preschool adjustment, while children's ego-resilience was strongly positively(+) correlated with maternal self-efficacy and children's preschool adjustment. In conclusion, this study finding of a positive(+) relationship between maternal self-efficacy and young children's ego-resilience on their children's adjustment to educational institutions indicates that children's ego-resilience is a reliable predictor of children's preschool adjustment. These study results imply that children's ego-resilience is strongly influenced by children's preschool adjustment.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.73-94
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• 2003

In this study, it was compared how different the adjustment, self-perception, social support and stress between science-gifted children and general children, and the difference between gifted boys and girls. And it was identified what are the effects on stress of science-gifted children. The subjects were 89 science-gifted children of the first grade in Middle School at JeonJu. Science-gifted students in this study were identified through the teacher nomination and CNU(ChonbukNational University) Science & Math Tests. We used the standard object as the comparative group (general children). The results of this study were as follow; First, all personal-adjustment and social-adjustment domains, self-perception and teacher support of science-gifted children were significantly higher than those of general children. All disadjustment domains, parent support and friend support of science-gifted children were significantly lower than those of general children. Second, the self-planning, prejudice, social competence, behavioral conduct, global self worth, parent support, teacher support and classmate support of the science-gifted children had the significant difference according to the gender. Third, the motive of accomplishment, self-planning, attachment and social-affirmation of the science-gifted children correlated negatively with their stress. Fourth, the social competence, athletic competence, physical appearance, behavioral conduct, global self worth and social support of the science-gifted children correlated negatively with their stress. The global self worth of the science-gifted children had the significant difference according to the variables such as teacher support, close friend support, parent support and classmate support in the other of name. The most influential factor was teacher support. The stress of the science-gifted children had the significant difference according to the variables such as parent support, close friend support and global self worth in the other of name. The most influential factor was parent support.

• Journal of the Korea Convergence Society
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• v.10 no.10
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• pp.207-214
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• 2019

The purpose of the study was to examine the mediating effect of self-esteem on the convergent relationship between respect for human rights and school adjustment of adolescents. Data came from the Korean Survey on the rights of Children and Youth in 2016 and a total of 2,366 of the 2nd grade students in middle school were employed. Structural equation modeling approach was utilized to test the goodness of research model fit and especially the mediating effect was tested by bootstrapping method. Results showed that goodness of model fit was acceptable and self-esteem mediated the convergent relationship between respect for human rights and school adjustment of adolescents. This indicates that the more experiences in respect for human rights and the higher their self-esteem students have, the better school adjustment they acquire. The results of the study imply that it is necessary to expand the human rights education for teachers and develop a new educational program that links between respect for human rights and self-esteem.

• Journal of the Korean Home Economics Association
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• v.49 no.4
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• pp.37-50
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• 2011

The purpose of this study is to examine the relationships between children's roles, parental attachment, teacher's concerns and school adjustment among Children's Alcoholics(COAs). Participants were 2,803 middle and high school students in Seoul. The regression analysis results showed that hero role was positively associated with school bonding and academic performance but increased the level of anxiety/depression. Meanwhile, scapegoat and lost children's roles were negatively associated with school bonding and also increased the level of anxiety/depression. Mascot role were positively associated with school bonding and academic performance but had no relation with anxiety/depression. Regarding moderating effects, maternal attachment moderated the relationship between scapegoat role and school bonding while teacher's concerns moderated the relationship between hero role and anxiety/depression, and the relationship between scapegoat role and anxiety/depression. These findings suggested that practitioners need to consider the contributions of children's roles on school adjustment and moderating effects of maternal attachment or teacher's concerns when intervention programs are developed to improve school adjustment among COAs.

• Journal of Internet of Things and Convergence
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• v.6 no.1
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• pp.55-63
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• 2020

The purpose of this study is to examine the effects of Psychomotor program on the child care teacher's ego resilience and childcare efficacy. The subjects of this study are childcare teachers of eight daycare centers in J-gu, Seoul. The final subjects were 18 in the experimental group and 19 in the control group. Psychomotor program was provided to the experimental group, which consisted of four hours per session, two sessions per week, and a total of ten sessions. Data collection took place between September 2 and November 12, 2017. Collected data were analyzed by independent sample Wilcoxon-Mann-Whitney test. In this study, the Psychomotor program had a significant effect on improving ego resilience and childcare efficiency of interpersonal relationships which is lower factor of the ego resilience. Through this study, we identified it was worth establishing a basic basis for managing and supporting ego resilience of child care teachers, and that it was meaningful to suggest ways to help them adapt and cope with their job duties.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.11
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• pp.104-113
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• 2016

This study was conducted to describe the relationship and influencing factors among college life adaptation, academic self-efficacy, and department satisfaction of freshman nursing students. There were 345 345 nursing freshman between November 30 and December 4 who participated in this study. The mean score of the college life adaptation, academic self-efficacy, and department satisfaction was $2.91({\pm}0.52)$, $2.79({\pm}0.60)$, and $3.55({\pm}0.47)$. The college life adaptation related with male group (p=.004), entering motivation (p=.027), friendship satisfaction (p<.001), first semester grade (p=.005), and academic self-efficacy related with male group (p=.040), entering motivation (p=.047), desired work (p=.015), friendship satisfaction (p=.014), first semester grade(p<.001), and department satisfaction related with entering motivation (p=.004), friendship satisfaction (p<.001), and first semester grade (p=.002) all showed statistical significance. There was a significant positive correlation among college life adaptation, academic self-efficacy (r=.223, p<.001), and department satisfaction (r=.342, p<.001). A significant and positive correlation was found between academic self-efficacy and department satisfaction (r=.218, p<.001). Department satisfaction was largely influenced by the college life adaptation. The regression model explained 23.1% of college life adaptation. In conclusion, this study showed that college life adaptation of freshman nursing students was correlated with academic self-efficacy and department satisfaction. Moreover, to increase the college adaptation of nursing freshman, it is necessary to develop educational programs to improve academic self-efficacy and department satisfaction.