• 산업진흥연구
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• 제7권3호
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• pp.71-75
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• 2022

본 연구는 산만 및 충동성향 6세 여아에 대한 아동중심놀이치료 이론을 기반으로 한 아동상담 사례이다. 아동의 산만 및 충동성향으로 인하여 어머니는 양육에 어려움을 겪고 있었다. 아동상담은 Full Battery 심리검사를 실시한 후, 2020년 11월 19일부터 2022년 6월 16일까지 주 1회 회기별 아동상담 40분 부모상담 10분씩 총 63사례회기 진행하였다. 아동은 상담과정에서 아동의 주도적인 놀이를 통해 애정욕구 및 공격적이고 충동적인 모습을 나타냈으며, 상담을 통해 안정감을 느끼며 산만 및 충동성향이 감소하는 행동을 보였다. 또한 아동은 부모에게 자신의 감정을 언어로써 구체적으로 표현하고, 초등학교 입학 후 학교적응이 원만한 모습을 보였다. 어머니는 아동양육이 전보다 훨씬 수월해졌다고 보고했으며, 한달에 한번 추후 상담을 하기로 결정하며 상담을 종료하였다. 본 연구는 유아기 아동상담의 시작으로 1년 8개월가량 진행된 사례연구로서, 그 결과로 아동이 초등학교에 입학하여 1, 2학년 시기 동안의 적응적 생활양식을 확인한 연구라는 점에서도 의의가 있다.

• 한국지역사회생활과학회지
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• 제19권4호
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• pp.641-658
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• 2008

The purpose of this study was to analyze the effects of parent-child communication, and the self-efficacy of middle school students on school adjustment. The data was collected from 285 middle school students living in Kwangju. For statistical analysis, Cronbach' $\alpha$, t-test, one-way ANOVA, Scheffe's multiple Comparison Analysis, LSD and hierarchical regression analysis were used. The results were summarized as follows : concerning connections between demographic variables and parent-child communication, the education of the father made the most significant difference, followed by living standard, free time for communication with the father, and free time for communication with the mother. The level of communication with parent made a significant difference to each sub-factor of school adjustment. As a result of making a hierarchical regression analysis to find out the relative impact of the demographic variables on school adjustment, self-efficacy was identified as the most important variable and predictor of school adjustment. The independent variables exercised a different influence on the sub-factors of school adjustment. These results indicated that adolescent's self-efficacy is the most important variable to improve the school adjustment of students.

• 한국지역사회생활과학회지
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• 제28권2호
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• pp.273-287
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• 2017

This study was conducted to explore the effects of novelty seeking temperament and harm avoidance temperament on school adjustment in middle school students and to investigate the mediating effects of emotional regulation on the relationship between temperament and school adjustment. A survey was conducted on a random sample of 672 middle school students. Data were analyzed using PASW ver. 18.0 and AMOS ver. 18.0 to carry out descriptive statistics, correlation analysis, and the structural equation model. The main results of analysis could be summarized as follows. First, novelty seeking temperament and harm avoidance temperament had a negative influence upon school adjustment in middle school students. Second, emotional regulation had a positive influence upon school adjustment in middle school students. Third, temperament acted as a partial mediator for emotional regulation affecting school adjustment in middle school students. The study contributes to the literature by providing fundamental insights into school adjustment in middle school students.

• 한국지역사회생활과학회지
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• 제22권4호
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• pp.535-547
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• 2011

This study examined the effects of emotional intelligence and entertainer idolization on school life adjustment of middle school students. For this study, questionnaires were administered to 300 first graders attending three different middle schools. The results were analyzed using correlation and hierarchical regression analysis with SPSS/PC window program. The results were as follows. Firstly, general trends of emotional intelligence showed a slightly higher than average score. The score of entertainer idolization was relatively low and the characteristic factor score was higher than the assessment factor score. For school life adjustment, the factor having the highest influence was relationship with friends. Secondly, the most influential factor on school life adjustment was emotional regulation, followed by academic grades, emotional recognition, emotional expression, and empathy. In conclusion, the level of entertainer idolization in middle school students was moderate. The important influential factors on school life adjustment were emotional intelligence factors and academic grades. In particular, emotional regulation was found to have the greatest influence.

• 한국학교보건학회지
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• 제26권1호
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• pp.34-44
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• 2013

Purpose: The purpose of this study is to identify the relationship between school adjustment and stress-coping styles among adolescents. Methods: This is a descriptive correlation survey using a convenience sample of 701 middle school students in Seoul, Gyeonggi, Incheon, Jeonbuk, and Gangwon province, Korea. The study's questionnaire included a scale of school adjustment and a scale of stress-coping style. The data analysis, using the SPSS 19.0 program, involved frequency, the mean and standard deviation, the t-test, ANOVA, the scheffe test, and the Pearson correlation coefficient. Results: Positive correlations were identified between positive stress-coping styles and the adjustment to school life of adolescents. The degree of school adjustment varied significantly according to the region, grade, attending private educational institutes after school or not, academic performance, daily study hours after school, and the hours students spend on gaming and Internet use a day. With regard to the behaviors to cope with stress, teenagers with a higher sense of life-satisfaction tended to show active coping behaviors, and female students were more likely to show positive or negative coping behaviors than mystic coping behaviors. Since adolescents' stress-coping styles showed connection with their adjustment to school, it is necessary to develop stress management programs to help middle school students adjust to school life. Conclusion: Based on the study's findings, it is important to develop programs which can help students adjust to school and learn how to cope with stress positively.

• 한국학교ㆍ지역보건교육학회지
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• 제14권2호
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• pp.29-45
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• 2013

Objectives: The purpose of this study was to identify relationships between experiential activity, ego-resilience, sense of community, and school life adjustment of middle school students and to provide the basic data that can contribute to the activation of experiential activities. Methods: 2,351 middle school students of panel survey conducted by National Youth Policy Institute were used in the final analysis. The structural equation model(SEM) was carried out to analyze structural relationships between experiential activity and ego-resilience, sense of community, and school life adjustment of the youth. IBM SPSS Statistics 20.0 and IBM SPSS AMOS 20.0. were used for the analysis of all data. Results: Experiential activities had a statistically significant positive effect on ego-resilience(p<0.001), school life adjustment(p<0.05), and the sense of community (p<0.001). Especially experiential activities acted on ego-resiliency, a sense of community, school life adjustment as an important parameter. Sense of community also showed to be an important mediating role between ego-resiliency and school life adjustment. Conclusions: In order to maximize the effectiveness of experiential activities, it is necessary to build the community networking enough to take full advantage of community resources and develop various experiential activities to meet the needs of youth and social change.

• 한국학교보건학회지
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• 제28권2호
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• pp.111-119
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• 2015

Purpose: The purpose of this study is to examine the influence of laughter therapy programs on middle school students' happiness, self-esteem and school life adaptation. Methods: In total, 60 students (Experimental group= 30. Control group=30) were recruited to answer a self-administered questionnaire. The questionnaire was composed of questions about general characteristics, happiness, self-esteem and school life adaptation. The experimental group participated in a 45-minute laughter therapy program once a week for eight weeks, while the control group did not. Results: The scores of happiness(t=-4.68, p<.001), self-esteem(t=-3.38, p=.001), and school life adaptation(t=-3.76, p<.001) in the experimental group got significantly higher than the control group. Conclusion: Based on this study results, laughter therapy programs should be applied to improve happiness, self-esteem, and school life adaptation of middle school students.

• 한국학교ㆍ지역보건교육학회지
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• 제19권2호
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• pp.31-42
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• 2018

Objectives: This study was conducted to analyze the mediating effect of self-identity on the relationship between aggression and school life adaptation of early adolescents. Methods: This study used the 5th-year data of the Korean Children & Youth Panel Survey (KCYPS) including 159 middle school 2nd students from single-parent families. The data was analyzed with open source statistics program R 3.5.0 to determine whether self-identity had a mediating effect on school life adaptation as an independent variable. Results: A moderate correlation was found among aggression, self-identity, and school life adaptation. As a result of the Sobel test, self-identity of early adolescents demonstrated a significant mediating effect on the relationship between aggression and school life adaptation. Conclusions: Given the significant mediating factor of self-identity, the strategies for early adolescents to boost their overall school life adaptation should be considered through intervention programs that help to enhance their self-identity.

• 영재교육연구
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• 제13권2호
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• pp.73-94
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• 2003

본 연구는 과학영재아동의 개인 및 일상생활에서의 적응수준, 성별에 따른 적응, 자기지각 및 사회적 지지의 차이를 파악하며, 스트레스와 적응과의 관계와 그들의 스트레스에 영향을 미치는 자기지각 및 사회적 지지 수준을 살펴보고자 하였으며, 연구결과로는 첫째, 과학영재아동의 개인적응, 사회적응, 자기지각과 교사지지는 일반아동의 이러한 능력보다 높은 것으로 나타났으며, 부적응, 부모지지, 친구지지는 과학영재아동이 일반아동보다 낮게 나타났다. 둘째, 과학영재아동의 자기기획, 편견, 사회적 역량, 행동품행역 량, 자아가치감, 부모지지, 교사지지, 학교친구지지는 성별에 따라 유의미한 차이가 있는 것으로 나타났다. 셋째, 과학영재아동의 성취동기, 자기기획, 애착 및 사회적 긍정성은 스트레스와 유의미한 부적상관이 있는 것으로 나타났다. 넷째, 과학영재아동의 사회적 역량, 운동역량, 신체외모역량, 행동품행역량, 자아가치감 및 사회적 지지와 스트레스는 유의미한 부적 상관이 있는 것으로 나타났다. 과학영재아동의 자아가치감에 영향을 미치는 변인은 교사지지($\beta$=.26), 친한친구지지($\beta$=.25), 부모지지($\beta$=.21), 학교친구지지($\beta$=.21)순이고 이들의 설명력은 41%이었다. 또한 과학영재아동의 스트레스에 영향을 미치는 변인은 부모지지($\beta$=-.32),친한친구지지($\beta$=-.28), 자아가치감($\beta$=-.28)순이고 이중 부모지지가 가장 예측력이 큰 변인이었으며, 이들의 설명력은 38%이었다.

• 한국지역사회생활과학회지
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• 제18권3호
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• pp.379-390
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• 2007

The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.