• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.106-113
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• 2020

This study analyzed the impact of leisure activities on school life satisfaction in the cultural rights and self-determination of teenagers who spend most of their time in school in the college entrance exam-oriented climate, and examined the effects of happiness and life satisfaction on the school life satisfaction through a process macro applying Bias Corrected Bootstrapping in these relationships. For research purposes, 2,590 cohorts in the first year of the 2018 Korea Children and Youth Panel Survey were analyzed through process macros. The result was that leisure life had a significant effect on school life satisfaction. It was also found that happiness and satisfaction in life affect satisfaction, and happiness and satisfaction in life affect satisfaction in school life and serve as a medium. This study confirmed that teenagers' participation in leisure activities greatly affects school life satisfaction and that happiness and life satisfaction have a mediating effect on school life satisfaction. In addition, we could recognize the importance of leisure activities to the satisfaction of school life of teenagers, and find it necessary to develop and provide various program graphs of schools and communities for happiness and satisfaction in life. This study verified that the participation of leisure activities of adolescents has a significant effect on school life satisfaction, and that happiness and life satisfaction have a mediating effect on school life satisfaction. In addition, we could recognize the importance of leisure activities to the satisfaction of school life of teenagers, and find it necessary to develop and provide various program graphs of schools and communities for happiness and satisfaction in life. Therefore, this research is believed to be possible to contribute to academic and practical programs for youth leisure activities and school life relationships, and to make policy suggestions for the development and participation of various leisure activities in order to fully enjoy and protect youth's rights to culture and self-determination of leisure activities.

• Journal of Korean Home Economics Education Association
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• v.12 no.1
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• pp.33-45
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• 2000

The purpose of this study is to investigate that how much do middle and high school students feel stress and life satisfaction in usual life : how much do stress affect their life satisfaction : and which variables affect their stress and life satisfaction. The samples are 235 middle and high school students in Kangneung, The results of this study are summarized as belows; First. In the case of student’s stress, it is perceived that the degree of school life stress is higher than that of family life stress. And the level of family life satisfaction is higher than that the level of school life satisfaction. Second. the students who perceived a lower level of stress showed the higher life satisfaction. The family life stress is a more influential variable than school life stress to life satisfaction Third, the variables that affect the student’s life satisfaction are sex, the school achievement, the perception on the level of living, communication with the family. the relationship with the teacher and the family life stress. These variables account for about 58.8% of the variance of the student’s life satisfaction.

• Journal of the Korean Society of Costume
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• v.59 no.8
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• pp.97-109
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• 2009

The purposes of this study were to investigate the relationships between appearance interest, appearance satisfaction, and life satisfaction of adolescent, to disclose the differences of these variables according to demographic characteristics, and to examine the determinants of life satisfaction. The subjects were 322 teenaged girls (167 middle school students and 155 high school students) living in Seoul. The variables of appearance interest were plastic surgery, weight control, clothing interest, and hairstyle interest. Life satisfaction included school life satisfaction and daily life satisfaction. Appearance satisfaction had negative relationships with plastic surgery interest and weight control interest, while appearance satisfaction had no relationships with clothing interest and hairstyle interest. School life satisfaction and daily life satisfaction had negative relationships with plastic surgery interest. The upper class adolescents had high level of clothing interest and life satisfaction, and lower class adolescents had high level of plastic surgery interest and had low appearance satisfaction as compared to other classes. The adolescent group with high school grade had high level of appearance satisfaction, and the group with low school grade had high level of weight control interest. The life satisfaction was influenced by appearance satisfaction the most, and the next in the order by school grade, residence area, and weight control interest. The explanatory power of the four variables was 30.8%. Social stratification and whether mothers had an occupation or not had an indirect effect on the life satisfaction.

• Journal of the Korean Home Economics Association
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• v.49 no.3
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• pp.87-98
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• 2011

The purpose of this study was to examine the life satisfaction of adolescents in the ecological contexts of their individual, family, school, and social-cultural experiences. The participants were 1,099 middle and high school students in Chungnam-do. Instruments were the Satisfaction with Life Scale, Rosenberg Self-Esteem Scale, Parent-Adolescent Communication Inventory, the School Life Satisfaction Scale, and Social-Cultural Satisfaction Scale. Data analysis involved the use of descriptive statistics, t- and F-tests, Duncan's multiple range test, product-moment correlations, multiple regression, Cronbach's ${\alpha}$, and factor analysis. Results were as follows: Firstly, middle school students showed the highest levels of life satisfaction, and vocational high school students reported the lowest levels. Also, life satisfaction was inversely related to school grades. Secondly, for all the students, life satisfaction was positive correlated with self-esteem, open communication with parents, school life satisfaction, and social-cultural satisfaction. Lastly, open communication with parents and overall satisfaction with life at school explained more of the variance in adolescent life satisfaction than any other factors.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.345-352
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• 2015

The purpose of this study was to identify the difference of school life satisfaction of middle school students according to soccer school sports club participation from a practical view. The results were follows; According to the results of analysis of the school life satisfaction between participating in soccer school sports club students and non participating student, significant differences(p<.001) were found in general school life, fellowship, teachers, learning, school rules and school events. As the results of analysis of the school life satisfaction according to the participating period, no significant differences were shown in general school life, fellowship, teachers, learning, school rules and school events. As the results of analysis of the school life satisfaction according to the participating motivation, no significant differences were found in general school life, fellowship, learning, school rules and school events, but significant difference(p<.05) was found in teachers. As the result of analysis of the school life satisfaction according to the engagement time, no significant differences were shown in general school life, teachers, learning, school rules and school events, but significant difference(p<.001) was found in fellowship.

• Human Ecology Research
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• v.53 no.1
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• pp.1-16
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• 2015

This study aims to examine the effects of high school students' time management behaviors on their satisfaction with educational consumption and school life. Three hundred seventy-six high school students in Seoul participated in this investigation. The SPSS ver. 19.0 program was adopted for the descriptive analysis, factor analysis, Cronbach's ${\alpha}$, and multiple regression analysis. The results of the present study can be summarized as follows: first, the levels of time management behavior, satisfaction with educational consumption at school, and satisfaction with school life were relatively high. Second, an analysis of the relative influence on satisfaction with educational consumption revealed that the students' time management behavior was the most influential factor, followed by academic achievement. As the levels of time management behavior and academic achievement were high, the level of satisfaction with educational consumption was high. Finally, an analysis of the relative influence of satisfaction with school life also revealed that the students' time management behavior was the most influential factor, followed by academic achievement. Based on the findings, that is, the effects of high school students' time management behavior and other involved variables on their satisfaction with educational consumption and school life, a future study can present specific ways to enhance the level of satisfaction with educational consumption and school life.

• Human Ecology Research
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• v.52 no.6
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• pp.651-668
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• 2014

The main purpose of this study was to examine the relationship between social support, life satisfaction, and school-related adjustments of adolescents. The participants were 260 junior high school students (140 male and 120 female students) from the Seoul area. They completed questionnaires on social support, life satisfaction, and school-related adjustments. The collected data were analyzed using basic descriptive statistics, Pearson's correlation, and a multiple regression analysis. Baron and Kenny's method was used and examined, and the Sobel test was performed to determine the mediating model's significance. It was adapted to SPSS ver. 19.0 for Windows. The major findings were as follows: first, social support (parents/teacher/friend) was positively correlated with the adolescents' school-related adjustment. Second, the adolescents' life satisfaction was also positively correlated with the adolescents' school-related adjustments. In addition, social support was positively correlated with life satisfaction. It was further found that the adolescents' life satisfaction tended to play a perfectly/partially mediating role between social support and school-related adjustment; that is, social support (parents/teacher/friend) was shown to have not only a direct effect, but also an indirect effect through the adolescents' life satisfaction, on the school-related adjustments. These results clearly indicated that adolescents' life satisfaction plays a crucial role in the relationship between social support and the adolescents' school-related adjustments.

• Journal of the Korean Society of Costume
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• v.64 no.2
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• pp.1-16
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• 2014

The purpose of this study was to examine the differences of the satisfaction with school uniforms according to demographic variables and to investigate the causal relations of parental control, school life satisfaction, and demographic variables to the satisfaction with school uniform. The research method was a survey method using a questionnaire. The subjects were 407 high school students (191 male, and 216 female) residing in Seoul and the suburbs of Seoul. Students were very satisfied with the convenience of not having to choose what to wear every morning, but the satisfactions with uniform cost and design were lower. The aesthetic, psychological, and status symbol satisfaction of school uniforms were higher as parents and adolescents had more communication, and the psychological and status symbol satisfaction of school uniforms were higher as the level of parental supervision for adolescents was higher. The female students had higher psychological satisfaction with school uniforms than the male students were. The aesthetic satisfaction of school uniforms was lower as mother's education level was higher. The adolescents from upper class families had lower aesthetic, psychological, and status symbol satisfaction with school uniforms than the adolescents from middle and lower class families. The satisfaction with school uniform was influenced by school life satisfaction the most, and the next in the order by grade (-), the social class (-), and the communication with parents. The factors that influenced school life satisfaction for students were parental supervision, school records, the discipline consistency of parents, and their communication with their parents. Therefore, the 4 variables had indirect effect on the satisfaction with school uniform through school life satisfaction.

• Korean Journal of Human Ecology
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• v.23 no.2
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• pp.269-279
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• 2014

The purpose of this study was to examine the relationship between family violence exposure and school violence, to explore the mediating effects of family life satisfaction, school life satisfaction, and internalizing on those relationship and to suggest practical implications for social work services for those adolescents. 4,773 adolescents were selected for the questionnaire study in Gjwangju. Collected data were analysed by Structural Equation Modeling in AMOS 20.0 and SPSS 20.0. The findings of this study were as follows: First, there were significant correlations among family life satisfaction, school life satisfaction, internalizing and school violence offense with family violence exposure. Second, the structural model analysis revealed that family violence had no direct link with school violence. Third, Family violence had indirect effects on school violence, mediated by family life satisfaction, school life satisfaction and internalizing. Based on these findings, the research discussion reinforced the importance of family focused services to prevent the school violence and suggested effective intervention plan.

• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.