• The Korean Journal of Community Living Science
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• v.23 no.2
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• pp.117-128
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• 2012

This study investigated the manner in which extraversion, openness to experience and creativity related to school adjustment and explored the mediating role of creativity in extraversion-school adjustment and openness to experience-school adjustment relationships. The participants of this study were 258 undergraduate students from around the capital city and Pusan Greater Metropolitan area. The results revealed that extraversion related positively to openness to experience, creativity and school adjustment. Openness to experience related positively to creativity and school adjustment and creativity related positively to school adjustment. Furthermore, creativity was found to mediate the effects of openness to experience on school adjustment. The influence of openness to experience on school adjustment occurred indirectly through the facilitation of creativity. The importance of extraversion, openness to experience and creativity to predict undergraduate student's school adjustment is also discussed.

• Journal of Families and Better Life
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• v.32 no.3
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• pp.45-63
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• 2014

The purpose of this study was to examine the effects of adolescents' school adjustment on depression in their transitional period and to find the moderating effects of parental support, parental monitoring, and peer support on the relationship between school adjustment and depression. The participants were 550 first graders in three middle schools in Incheon Metropolitan City and Kyung-gi Province. The major findings of this study were as follows: First, adolescents' school adjustment had significant effects on depression. The lower the level of school adjustment was, the higher the level of depression was. Second, parental support, parental monitoring, and peer support had moderating effects on the relationship between school adjustment and depression. Parental support decreased the depression of adolescents who were at a lower level of adjustment to peer relationship or school class. Parental monitoring decreased the depression of adolescents who were at a lower level of adjustment to school adjustment. On the contrary, parental monitoring increased the depression of adolescents who were at a higher level of adjustment to school adjustment. Peer support decreased the depression of adolescents who were at a lower level of adjustment to school class.

• Korean Journal of Community Nutrition
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• v.17 no.6
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• pp.707-713
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• 2012

The purpose of this study was to verify the difference of middle school students' eating disorder behavior and scholastic adjustment according to the gender and weight group and evaluate correlations between their eating disorder behavior and scholastic adjustment. A survey was conducted in middle school second graders attending five schools located in Seoul. Results from 355 questionnaire sheets were utilized for statistical analysis, and the results were gained as below: With regard to eating disorder behavior by gender, female students showed more eating disorder behavior than male students (p < 0.01); however, scholastic adjustment did not indicate significant differences by gender. According to the result of analyzing scholastic adjustment according to the weight group, the obese group showed lower scholastic adjustment (p < 0.05) and adjustment to studying (p < 0.01) than other groups; however, the eating disorder behavior, attachment to school, and adjustment to school did not indicate significant differences. According to the results of analyzing scholastic adjustment by eating disorder group, the normal group showed higher adjustment to studying than the risky group (p < 0.01). And scholastic adjustment, attachment to school, and adjustment to school did not indicate significant differences. The eating disorder behavior showed negative relationship with adjustment to studying. They showed more eating disorder behavior, their adjustment to studying became lower. Therefore, it is necessary to provide nutritional education at home and at school for them to have appropriate dietary habits as well as health education for them to maintain normal weight.

• Journal of the Korean Society of School Health
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• v.26 no.1
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• pp.1-12
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• 2013

Purpose: To examine the effects of appearance satisfaction on school adjustment among adolescents and, further, the mediating effects of self-efficacy between appearance satisfaction and school adjustment. Methods: Conducted a self-report survey of 640 students consisting of sixth, eighth, and tenth graders in the Jeju Special Self-Governing Province. The collected data were analyzed through the independent-sample t-test, the One-way ANOVA, the Pearson's correlation analysis, and the hierarchical multiple regression analysis using the SPSS WIN 18.0 statistical program. Results: First, boys and girls showed statistically significant differences. Boys reported higher levels of appearance satisfaction, school adjustment, and self-efficacy than girls. Second, there were no significant differences in appearance satisfaction and self-efficacy according to the school level. However, statistically significant differences were observed in school adjustment between sixth and eighth graders. Third, students who thought they belonged to the upper class in terms of academic performance and family economy showed the highest level of appearance satisfaction, school adjustment, and self-efficacy. Fourth, there were positive correlations between appearance satisfaction, self-efficacy, and school adjustment. Fifth, self-efficacy proved to have mediating effects between appearance satisfaction and school adjustment among adolescents. In particular, it had a full mediating effect on the relation between appearance satisfaction and adjustment to school life, one of the subfactors of school adjustment. Conclusion: The results suggest that appearance satisfaction is a factor which influences adolescents' school adjustment and that self-efficacy is an important means of mediating between appearance satisfaction and school adjustment. The study is significant in that it highlighted the importance of self-efficacy as one of the important variables to consider when planning various educational programs to help adolescents adjust to their school. In the light of the findings, in an effort to enhance adolescents' self-efficacy and help them lead a harmonious school life in Korea's so-called 'lookism' society, it is necessary to develop and implement counseling programs and character education materials that help adolescents develop a positive perception of their appearance and build self-esteem and self-confidence.

• Journal of Korean Academy of Nursing
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• v.38 no.3
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• pp.454-464
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• 2008

Purpose: The purpose of this study was to identify the causal relationship of familial factors (parental acceptance, autonomy, and family satisfaction), social support (teacher's support and friend's support), school achievement, self-concept, and school adjustment. Based on preceding research, this study established a path model of school adjustment and its related variables. Methods: Two thousand six hundred and twenty nine middle school students participated in this study. Data were collected by a visit-survey with an organized questionnaire and was analyzed by the SPSS and AMOS programs. Results: Self-concept showed a significantly direct influence to school adjustment while both family satisfaction and school achievement directly and indirectly influenced school adjustment. Parental acceptance, autonomy, and social support indirectly influenced school adjustment. Conclusion: These results imply that first, family satisfaction, and self-concept are essential to solve the problems of school adjustment. Especially friend's support, teacher's support and school achievement should help improve the self-concept and school adjustment. Second, a variety of programs are available for schools to employ in an effort to provide interventions for students who demonstrate school maladjustment. Finally, it is necessary for family, school and society members to comprehensively cooperate to improve school adjustment.

• Human Ecology Research
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• v.53 no.4
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• pp.363-373
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• 2015

This study examined the direct and indirect influences of parental behavioral control on adolescents' school related adjustment by exploring pathways between parental behavioral control, adolescents' anxiety, and school related adjustment. Participants were composed of 319 high school 1st graders (153 male and 165 female students) from the Seoul area. They completed questionnaires on parental behavioral control, adolescents' anxiety, and adolescents' school related adjustment. The collected data were analyzed using Pearson's correlation coefficients, Factor Analysis, and Structural Equation Modeling. It was adapted to SPSS version 19.0 and Amos version 21.0 for Windows. The results indicated that adolescents' anxiety partially mediated the association of parental behavioral control and adolescents' school related adjustment. More concretely, direct effect of adolescents' anxiety on adolescents' school related adjustment were slightly greater than the direct/indirect effects of parental behavioral control on adolescents' school related adjustment. The effect of adolescents' anxiety on adolescents' school related adjustment was the greatest among all associations between research variables. The findings of this study have implications for research and practice that highlights the important considerations for proper parental behavioral control and reducing adolescents' anxiety that should be emphasized to improve adolescents' school related adjustment. We believe that improved parental behavioral control needs to be emphasized when designing prevention and parent intervention education programs for adolescents' psychological problem and school related adjustment.

• Journal of Families and Better Life
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• v.29 no.2
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• pp.89-99
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• 2011

This study explored the factors that influence school life adjustment of children in multicultural families. The subjects were 177 elementary school children of multicultural families from 1st to 6th grade in DC area. The major findings were as follows. 1) The interests in school and the whole-school adjustment were statistically different according to gender of children in multicultural families, family types 2) There were positive correlations among multicultural adjustment, social supports, and school life adjustment. 3) Of all variables, teachers' supports had the greatest influence on the interests in school and the whole-school adjustment, but friends' supports had the greatest influence on compliance of school rules. This study suggests that various efforts from multi levels, such as schools, teachers, and peer groups, for school life adjustment of children in multicultural families.

• Journal of Families and Better Life
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• v.22 no.3
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• pp.47-61
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• 2004

The major purpose of the present research was to examine the effect of adolescents's perception of parents' marital relationship and attachment with their parents on school adjustment. This study also tried to investigate the inter-relationship among related variables, and the differences in the level of school adjustment according to adolescents' general characteristics. The participants were 355 middle and high school students who lived in Chollabuk-Do province. The major results of this research were as follows. First, there were significant differences in the level of school adjustment according to sex, age, and grade point. average That is, the level of school adjustment was higher for males, for older adolescents, and for those recording higher grade point, than for females, for younger, and for those recording relatively lower grade point. Second, parents' marital relationship was positively correlated with positive aspects of attachment with their parents(i.e., communication and trust), and with school adjustment. but negatively correlated with negative aspect of attachment(i.e., alienation from their parents). Finally, multiple regression analyses were performed to analyze the relative significance of the related variables influencing on school adjustment after controlling the effect of sex, age, and grade point. It was found that communication with fathers was the most powerful predictor of school adjustment, while attachment with mothers was not found to be a significant predictor of school adjustment.

• Journal of Family Resource Management and Policy Review
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• v.17 no.3
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• pp.1-17
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• 2013

This study focused on adolescents who are studying in middle schools of the Gyeongnam region, aims to provide methods for improving school adjustment among adolescents through the enhancement of family strength. It will examine the effect of family strength on adolescents' school adjustment verify the mediating effect of social support in the influential relationships of school adjustment. The summarizations, obtained in this study are as follows: First, an analysis of the results of the effect of family strength on social support demonstrated that family strength had a positive effect on social support. That is, as family strength was higher, social support increased. Second, an analysis of the results of the effect of family strength on school adjustment show that family strength would have a direct effect on school adjustment, which is positive. Where family strength was higher, school adjustment of adolescents was also higher. Third, the results of the effect of social support on school adjustment when controlling family strength demonstrate that social support would have a positive effect on school adjustment, however, family strength did not predict school adjustment. Therefore, the complete mediating effect of social support in the relationship between family strength and school adjustment was identified. In conclusion, it was identified that family strength had an indirect effect on school adjustment, but not a direct effect. Therefore, it is indicated that indirect intervention through the social support system as well as direct intervention for the improvement of adolescents' school adjustment is required. In addition, it was confirmed that family strength and social support would be more important variables than control variables, which reflect the characteristics of adolescents and family in terms of school adjustment. Therefore, the recognition that the responsibility in adjusting to school is the common role of families, schools, and community going beyond the individual responsibility of adolescents is needed.

• Korean Journal of Health Education and Promotion
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• v.23 no.2
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• pp.91-107
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• 2006

Objectives: The school adjustment problems of the adolescence groups become more aggravated and are on the increase. The objective of this study is to identify the causal relationship of intra-family conflicts, self-concept and school adjustment as health protection behavior. Methods: The study setting is the adolescence groups. Data were collected by self-administered questionnaires from the middle and high school students in Seoul. The study sample consisted of 268 students. Structural Equation Modeling(SEM) analysis was conducted to find the causal relationship of intra-family conflicts, self-concept and school adjustment. Results: This study shows that firstly, the total effects of intra-family conflicts have a negative effect on self-concept(path coefficients=-0.080) and school adjustment(path coefficients=-0.107). And the self-concept factor as an intervening variable are affecting positively on school adjustment(path coefficients=0.411). Secondly, the economic conflicts, personaliy conflicts and social activity conflicts of father and mother among various family conflicts are more highly affecting on self-concept and school adjustment(p<0.01) Conclusions: These results imply that first, communication between parents and students is essential to solve the problems of school adjustment. Especially economic conflicts should be solved to improve the self-concept and school adjustment. second, a variety of programs are available for schools to employ in an effort to provide interventions for students who demonstrate school adjustment. Finally, it is necessary for family, school and all the society members to comprehensively cooperate to solve family conflicts and school adjustment.