• 학교보건
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• s.24
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• pp.60-84
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• 2002

• 학교보건
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• s.24
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• pp.143-175
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• 2002

• 학교보건
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• s.21
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• pp.69-79
• /
• 1998

• 학교보건
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• s.20
• /
• pp.37-45
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• 1997

• 학교보건
• /
• s.20
• /
• pp.16-23
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• 1997

• 학교보건
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• s.22
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• pp.35-46
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• 1999

• 학교보건
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• s.23
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• pp.81-93
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• 2000

• 학교보건
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• s.23
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• pp.109-123
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• 2000

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.248-260
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• 2021

This study assumes that the smooth school life of adolescents from multicultural families is recognized as an important part of multicultural support policies and practices as a basis for realizing an integrated society, and system elements that are meaningful for their flexibility to adapt to school (individuals, families, schools) By empirically analyzing the effect of, we tried to bring out highly effective implications for the composition of a multidimensional practice system. Therefore, this study is a causal model in which self-identity (individual factor) and parental parenting attitude (family factor), which are important variables for each system level, are set as independent variables, and school support (school factor) consisting of teacher support and companion support is set as control variables. After collecting data through a questionnaire survey by interviews with 162 middle and high school students in Gyeonggi and Gangwon regions, the effect was analyzed through multiple regression analysis. As a result of the analysis, it was confirmed that school support has a very important static moderating effect in the positive (+) effect of adolescents' self-identity and parenting attitude on school adaptability. It was confirmed that the modulating effect is relatively more important.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.2
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• pp.1-19
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• 2024

This study examined the effects of creative musical on school adaptation and self-efficacy improvement of school maladjusted adolescents. The subjects of this study were 229 students classified as suspected school maladjustment groups through Wee class counselors and students who were judged as at-risk groups as a result of the emotional behavioral evaluation test conducted by the Office of Education. The study period consisted of 100 minutes per session once a week from May 1st to October 31st, 2023, and a total of 15 sessions were held. To verify the effectiveness, a self-efficacy scale (SES) of Kim A-young (2002)'s school adaptation scale and Sherer et al. (1982) was conducted before and after the creative musical, and the results were analyzed through the corresponding t-test. As a result of the study, the subject's school adaptation (p<.05) and the sub-factors of companionship (p<.05), school class (p<.05), and school rules (p<.05) all increased and were statistically significant after the creative musical compared to before. The subject's self-efficacy (p<.01) and the sub-factors of the study, general self-efficacy (p<.01), and social self-efficacy (p<.05) also increased and were statistically significant after the creative musical compared to before it was conducted. Therefore, this study revealed that creative musicals are effective in improving school adaptation and self-efficacy of school maladjusted adolescents.