• International Journal of Human Ecology
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• 제6권1호
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• pp.87-102
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• 2005

The purpose of this study was to explore the relationship between acculturation and the daily adjustment of Korean-Chinese children to Chinese society. Specifically, this study examined the differences between language factors and cultural factors in the levels of acculturation of Korean-Chinese children. In addition, the differences of Korean-Chinese children's adjustment according to their levels of language-related and culture-related acculturation were analyzed. Subjects consisted of 679 Korean-Chinese 4th graders in Yangil, Shenyang, and Harbin. First, the result from this study showed that Korean-Chinese children in Yangil, Shenyang, and Harbin were more acculturated to the Chinese language than to Chinese cultural activities. Second, language factors and cultural factors in acculturation were distinctively associated with Korean children's daily adjustment variables such as their well-being, internal locus of control, achievement motivation, school adjustment, teacher and peer support. Lastly, this study revealed that using Korean ethnic language and maintaining Korean ethnic culture are more likely to be associated with better daily adjustment for Korean-Chinese children. These results discussed within the unique sociocultural context of the Korean-Chinese immigrant society. This study suggests that ethnic minority children's adjustment and development should be understood within the sociocultural context of their immigrant society.

• 한국생활과학회지
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• 제19권2호
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• pp.285-294
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• 2010

This study examined the relationship between children's school adjustment and their emotion regulation. The subjects were 122 1st grade students selected from one elementary school in Incheon. Teachers rated each child using the Emotion Regulation Scale (Lee, 1997) and School Adjustment Scale (Chi & Jung, 2006). The data were analyzed by using descriptive statistics, t-test, correlation analysis, and stepwise regressions. The children's emotion regulation and school adjustment were differed by sex of the child. The girls were assessed to be better adapted in emotion regulation and school adjustment than the boys. The children's emotion regulation was positively related to the children's school adjustment. In addition, the children's emotion regulation predicted how well they would adjust to school life.

• 가정과삶의질연구
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• 제18권3호통권47호
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• pp.99-114
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• 2000

This study investigated the relations among parent-child relationship, school adjustment and self-concept in adolescence. In addition, interaction effects of parent-child relationship and school adjustment on adolescent self-concept were examined. The major results of this study were as follows: 1. Parent-child relationship and school adjustment were positively associated with self-esteem. The better parent-child relationships they perceive, the higher self-concept they have. The better school adjustment they experience, the higher self-concept they have. 2. There were interaction effects of parent-child relationships and school adjustment on self-concept. Adolescents whose parent-child relationships were poor had higher self-concept when they adjusted to school well. There were little differences in self-concept as a function of the school adjustment when their parent-child relationships were good. These findings indicate that experience in the family and school domains interact in their associations with adolescent self-concept.

• 한국생활과학회지
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• 제14권1호
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• pp.233-239
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• 2005

This study was conducted to investigate how much influence home environment and satisfaction degree with a undergraduate major have on female students' college adjustment. For this purpose, 190 undergraduate females participated in and completed all measures, and we analysed the data with SPSS computer programs. The results of this study are as follows: First, home environment and college adjustment have a positive correlation. Also, the students' satisfaction degree with their majors and college adjustment are positively correlated. Second, their satisfaction degree with a major was found to be different according to what year they are in. Third, the students' college adjustment was found to be different according to the satisfaction degree with their majors. Fourth, the female undergraduates' college adjustment was found to be different according to their home environment.

• 한국생활과학회지
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• 제18권5호
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• pp.1021-1033
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• 2009

The purpose of this study was twofold: One was to investigate the structural relationships among communication with father and mother, ego-identity, and school adjustment. The other was to test the structural equivalence among researched variables between middle and high school samples. The subjects were 419 sophomores of middle and high schools. The major findings were as follows. 1) Communication with the father had direct and indirect effects on adolescents' school adjustment, while communication with the mother had only an indirect effect on school adjustment. 2) Ego-identity had a direct effect on school adjustment, and mediated the effects of communication with father and mother in school adjustment. 3) Multiple-group analysis revealed that middle and high school groups had the same structural relationships, but had different regression weights.

• 한국가정과학회지
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• 제10권2호
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• pp.43-51
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• 2007

This study aims at looking into the differences of the adolescent's school adjustment of the high school first and second graders according to their school type, family background factors and family strength. Based on the results, this study is to identify the relative influences of those students' school type, family background factors and family strength factors on their school adjustment by gender. The conclusions of this study are as follows: First, adolescent's school adjustment shows some differences according to their school type and gender but does not exhibit any interaction effect. Second, the parent's educational levels don't show any difference on their school adjustment by both gender. Third, the most important predictor affecting adolescent's school adjustment is family strength factors in boys and girls all together.

• International Journal of Human Ecology
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• 제8권2호
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• pp.75-83
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• 2007

Korean secondary school students (n=263) responded to surveys measuring their family contexts and school adjustment during the time period August-September 2004. Structure Equation Modeling tests were conducted to identify the nested model on school adjustment, a latent variable constructed with peer relations, teacher-adolescent relations, and academic attitude. In the nested model, parental involvement was a powerful predictor for school adjustment. Family conflict had a negative impact on school adjustment and was statistically significantly when correlated with the other predictors in the model. These finding suggested that family contexts play an important role in Korean adolescents' school adjustment. Hence, adolescents' perceived GPA level and satisfaction for school were important predictors for school adjustment.

• 아동학회지
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• 제26권1호
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• pp.1-14
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• 2005

The present study aims to examine the relations between emotion regulation, aggression and school adjustment of boys and girls. A total of 321 5th-6th grades students were selected for the study. The data was collected via questionnaires. As results, there were some significant differences between boys and girls in overt aggression and peer adjustment. It was also found that emotion regulation, aggression and school adjustment were significantly correlated. And school adjustment was influenced by emotion regulation as well as overt and relational aggressions. Finally, only for boys, the relations between children's emotion regulation and school adjustment were mediated by their aggression.

• 한국생활과학회지
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• 제14권1호
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• pp.15-25
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• 2005

The purpose of this study is to investigate the relationship between emotional competence and social adjustment among Korean children and adolescents. The subjects of this study were 380 children between fifth and sixth grade ages and 579 middle school students. Their emotional competence was assessed by 'Korean Emotional Competence Scale (Kim et al., 2004),' and also their social adjustment by 'Social Adjustment Scale (Lee, 1994).' The data were analyzed by ANOVA, the Pearson's Correlation, and Regression, using SPSS. The results of this study are as follows: (1) Children's and adolescents' emotional competence and social adjustment had a meaningful difference according to SES, gender, and grade. (2) There was a significant, positive relationship between their emotional competence and social adjustment. Their social adjustment was related more strongly to factors, such as Self-expressiveness, Assertion, and Positive thinking, and also their emotional competence more to Self-adjustment and Emotional adjustment. (4) Social adjustment of children and adolescents was predicted best by Self-expressiveness and Assertion, Positive Thinking, Awareness and Understanding of Emotion, and Consideration factors of emotional competence.

• 한국생활과학회지
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• 제13권5호
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• pp.637-646
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• 2004

The purpose of this study is to examine the relation between parental strain and marital adjustment of employed mothers after their transition to the parenthood, and to investigate buffering effect of social support on the relation. The parental strain variables (physical strain and emotional strain) appear to be significant predictors of marital adjustment for employed mothers with first baby. The analysis on interaction effect indicates that social support can be a positive buffering indicator. A comparison reveals that mothers with high physical strain have significantly higher marital adjustment than those with low strain. But in the context of high social support, the difference of marital adjustment between the two mothers is reduced.