• International Journal of Human Ecology
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• v.10 no.1
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• pp.87-98
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• 2009

This study examines the socio-cultural readjustment of the Korean students returning from overseas study at an early age. For this study 259 returnee students from elementary through high school completed a questionnaire which covered aspects such as school adjustment and re-acculturative stress in relationship to gender, grade, number of parents accompanying the students overseas, length of overseas stay, age of return, length of stay in Korea, and the acculturative stress experienced in a host culture. The findings indicate that re-acculturative stress level of returnee students is higher than the level of the acculturative stress, and that the two are positively related. Hierarchical multiple regression analyses reveal the grade and acculturative stress of returnee students as a significant predictor of school adjustment. The length of overseas stay and acculturative stress significantly predicted the re-acculturative stress level. The acculturative stress significantly affected both school adjustment and re-acculturative stress of returnee students back in Korea.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.217-232
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• 2011

The main purpose of this study was to examine the mediating roles of mothers' psychological well-being and support/control in the relationship between maternal child-related stress and adolescents' school adjustment. Participants were 389 3rd grade middle school students and their mothers. Mothers completed questionnaires about child-related stress and psychological well-being. Adolescents completed scales of maternal controlling/supportive parenting and school adjustment. Results indicated that a direct effect of mothers' child-related stress on adolescents' school adjustment was not significant. However, mothers' psychological well-being and support/control mediated the relations between child-related stress and adolescents' school adjustment. A higher level of child-related stress in mothers was associated with a lower level of psychological well-being, followed by a lower level of adolescents' school adjustment. Mothers who reported a higher level of child-related stress tended to be less supportive and more controlling, which led to a lower level of school adjustment. These findings suggest the need for considering both maternal characteristics and parenting in explaining adolescents' school adjustment.

• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.285-310
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• 2005

School adjustment of elementary school children is one of the most important things,sinceitisthebasisofthefuturelife. The purpose of this study was to investigate the relationships between parent-child relationship, peer relationship, teacher-child relationship, and school adjustment of elementary school students. The research topics of the present study were as follows: (1) Is the school adjustment of elementary school students different depending upon the parent-child relationship? (2) Is the school adjustment of elementary school students different depending upon the peer relationship? (3) Is the school adjustment of elementary school students different depending upon the teacher-child relationship in school? (4) Is the school adjustment of elementary school students different depending upon the grade, and sex? 460 students were sampled in Kangwon-do, and 400 were used in the final data analyses, excluding 60 due to the incomplete answering. Parent-child relationship inventory, peer relationship inventory, teacher-child relationship scale, and school adjustment scale were used. Data were analyzed using SPSS(win) 10.1K. The results were as follows: First, elementary school students adjust themselves to the school better when parent-child relationship, peer relationship, and teacher-child relationship are good. Second, teacher-child relationship has the most important effects on the school adjustment, and peer relationship, and parent-child relationship sequentially. Third, 4th graders adjust to the school better than the 6th, and there is no difference between boys and girls in terms of school adjustments. Based on the above results, discussion and implications for the future research and education were as below: First, teachers need to understand children's school adjustments depend upon their human relationships especially upon teacher-student relationships. Second, teachers need to understand students have more difficulties in adjusting to the school when they grow older. Third, teachers have to keep the children positive peer relationship, and parent-child relationship which are important in children's adjusting to the school. Fourth, future researches need nation-wide sampling and more systematized research design in order to generalize the results.

• Korean Journal of Human Ecology
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• v.20 no.1
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• pp.119-132
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• 2011

The purpose of this study was to explore the parenting experiences of mothers of disabled children. The study focused on how mothers of disabled children prepared for their children's transition to elementary school and how they experienced their children's adjustment to school. Twenty mothers of children with developmental or intellectual disabilities participated in the study. Each mother had experienced an inclusive education program at an elementary school for more than a year. Twelve mothers have children with intellectual disabilities and eight have children with developmental disabilities. Individual in-depth interviews were carried out to collect qualitative data. To analyze the data, the research followed the phenomenological analysis method of Giorgi. The results showed that mothers of disabled children were actively involved with inclusive day care centers and therapy programs to prepare for children elementary school. Most wished to send their children to a general elementary school with an inclusive program, although decision making was not easy. When their children entered elementary school, some mothers observed their children's struggle with school and their peer relationships. They sought support from teachers and other mothers. These mothers showed a desire for their children's social independence. This study highlighted the necessity to develop support programs for disabled children and their mothers.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1049-1069
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• 2014

The purpose of this study was to examine post-divorce adjustment and new partnership of immigrant single mother after divorce. 4 immigrant single mothers from Vietnam were interviewed and data were analyzed by qualitative method. The results were as follows. First, immigrant single mothers coped with stress after divorce through sending their children to Vietnam, working and remittance. Second, they began dating a new man in the work place who were of various nationalities, such as Korean, Vietnamese, Uzbekistan and developed partnership to remarry, cohabit or date with deep intimacy. Third, single immigrant mothers in various partnership like remarriage, cohabitation or dating were satisfied with intimate and loving relationships and support from both sides parents and the birth of new child. However, participants were anxious about the new partner's favoritism toward the biological child and discrimination against the new partner with an unfamiliar cultural background, for example, being from a like a Muslim country. The results suggested immigrant women after divorce showed various partnership on a path towards marriage and that we should pay attention to the aspects of change in multicultural families after divorce.

• Korean Journal of Child Studies
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• v.32 no.6
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• pp.33-48
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• 2011

This study examined the relationships between place attachment to home, acculturative stress, and psychological adjustment among Korean youth in the United States. In particular, this study sought to better understand how place attachment to home and acculturation stress impacts upon youth's psychological adjustment, as measured by depression and self-esteem. The subjects consisted of 225 Korean youths (113 males and 111 females) residing in Michigan in the USA, of whom 47.6% attended middle school while 52.4% of whom attended high school. The instruments utilized were the acculturative stress scale (Sandhu and Asrabadi, 1994), the place attachment scale (Choi, Lee, & Han, 2009), Radloff's depression scale (CES-D), and Rosenberg's self-esteem scale. Hierarchical multiple regression analyses were used to assess the predictive effects of place attachment to home and acculturative stress on youth's psychological adjustment, alongside controlling demographic variables. The findings indicated that place attachment to home and acculturative stress impacted upon depression and self-esteem, as experienced by the youths examined. These results have implications for our understanding of the importance of both youths' place attachment to home and acculturative stress in the acculturation process.

• Proceedings of the KIEE Conference
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• 2003.11b
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• pp.287-290
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• 2003

Over the last few years computer based image processing has become more prominent in forensic science. The image quality from many CCTV systems is too poor for facial recognition. but there are other human characteristics which allow us to recognize individuals from a distance. one of these parameters is a human's height. In this paper, we propose useful height measurement method by auto Position, size adjustment which uses image superimposition and edge detection regardless of lens distortion and not uses conventional photogrammetry calibration methods.

• Korean Journal of Human Ecology
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• v.21 no.6
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• pp.1083-1094
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• 2012

The purpose of this study was to investigate the gender difference in adolescent's problem behavior and depression, and to analyze the effects of marital conflict, parenting behavior, parent's monitoring on adolescents' problem behavior and depression. Data obtained from 453 students in middle school was used for final analysis. This study found that female adolescents showed higher level of depression than male adolescents. Male adolescents reported higher level of marital conflict than female adolescents. On the other hand, female adolescents showed more mother's monitoring than male adolescents. Path analysis revealed that parenting behavior and parent's monitoring were negatively influenced by marital conflict. Adolescents' depression was negatively influenced by parenting behavior, but problem behavior was not influenced by parenting behavior. Father's monitoring had an impact on problem behavior of male and female adolescents. Depression was influenced directly by marital conflict, but problem behaviors were not directly influenced by marital conflict.

• Human Ecology Research
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• v.58 no.2
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• pp.267-278
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• 2020

This study examined the longitudinal effect of preschool children's media exposure and maternal depression on first-grade children's school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children's media exposure and maternal depression were related to higher attention problems after a year and lower level of children's school adjustment during first-grade. Second, preschool children's media exposure and maternal depression had an indirect effect on first-grade children's school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade's school adjustment.

• Korean Journal of Child Studies
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• v.25 no.3
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• pp.127-140
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• 2004

The subjects of this study were 258 Korean-Chinese parent-child dyads of an elementary school in Yanbian Province, northeastern China. Research questions covered relationships among children's school adjustment and ecological factors, significance of factors within ecological levels, and direct and indirect effects in causal relationships. Results showed significant effects within each ecological level. Achievement motivation of the individual system, home environment and social support of the microsystem, and mother's job satisfaction in the exosystem had significant relationships with children's school adjustment. Mother's education and job satisfaction influenced school adjustment through home environment; the causal relationship between social support and school adjustment was mediated by achievement motivation. Personal and general factors from each ecological level were more significant than ethnic related factors in explaining children's school adjustment.