• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.310-326
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• 2016

A lot of colleges have made continued efforts to help freshmen adapt themselves to a new school life and environment and build a decent relationship with faculty and other students. Therefore, this study attempted to figure out the effectiveness of team teaching(team teaching by academic advisor, standard textbook-centered guidance vs. autonomous mentoring) on strategic cultural curriculum as a way to help freshmen adapt themselves to a school life. For research subjects, 31 enrolled freshmen and 5 professors from a college in Chungbuk were selected. In terms of research tools, 'Communication Competence Assessment Sheet' provided by Strategic Cultural Curriculum Development Team and a simple questionnaire on 'curriculum satisfaction, adaptation to school and intimacy' were applied. For data analysis, paired t-test, independent samples t-test and rating scale were conducted. The study results found the followings: First, according to analysis on the effects of two different types of team teaching on the goal of strategic cultural curriculum('improvement of communication competence'), significant effects were found in a standard curriculum(textbook)-centered team. Second, when adaptation to a school life(school adaptation, intimacy) perceived by the students who completed the strategic cultural curriculum according to two different types of team teaching curriculum was analyzed, significant changes were found at standard textbook-centered guidance team. Third, this study has examined other changes, satisfaction, opinions and perception(strength, weakness, opinions for improvement) on the curriculum perceived by the students(learners) and faculty regarding about team teaching curriculum. Based on these results, educational implications of this study were reviewed. And a suggestion and limits were presented.

• Journal of Microbiology and Biotechnology
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• v.15 no.4
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• pp.831-837
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• 2005

Low-temperature adaptation and cryoprotection were studied in Leuconostoc mesenteroides SYl, a strain isolated from Kimchi. L. mesenteroides SY1 cells grown in exponential growth phase at $30^{\circ}C$ were exposed to $15^{\circ}C,\;10^{\circ}C$, and $5^{\circ}C$ for 2, 4, and 6 h, respectively, and then frozen at $- 70^{\circ}C$ for 24 h. Survival ratio was measured after the cells were thawed. The freezing-thawing cycles were repeated four times. Preadapted cells survived better than non-adapted control cells, and the highest survival ratio ($96\%$) was observed for cells preadapted for 2 h at $5^{\circ}C$, whereas control cells showed only $22\%$. The 2D gel showed that two proteins (spots A and B) were induced in cells preadapted at lower temperatures. Spots A and B have the same molecular weight (7 kDa), but the pI was 4.6 for spot A and 4.3 for spot B. The first 29 and 15 amino acid sequences from spots A and B were determined, and they were identical, except for one amino acid. A csp gene was cloned, and nucleotide sequencing confirmed that the gene encoded spot A cold shock protein.

• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.661-673
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• 2015

This study is about the effects of the solution-focused group art therapy which was implemented for school maladjusted adolescents. The pre-test was conducted for 30 students who had difficulties to adapt school life in K middle school at K city, Gyeonggi province. 20 out of the 30 students were chosen to the participants for this study and randomly divided into an experimental group and control group, with 10 in each group. The experimental group received a 12 session solution-focused group art therapy including pre- and post-tests. This study found that the solution-focused group art therapy program improved the school life adaptation competency of the participants. In conclusion, the findings suggest that the solution-focused group art therapy can be a good approach to help adolescents to improve their school life adaptation ability.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.297-303
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• 2019

The purpose of this study was to investigate the moderating effect of growth mindset between female adolescents' domestic abuse experience and school adaptation. For this purpose, a survey was conducted on 485 female adolescent girls in D city, Chungcheongnam-do, and the data collected were analyzed for differences test, correlation analysis, and regression analysis of moderating effects. Findings are as follows. First, school adaptation differed according to parents' earning income and academic achievement. Second, growth mindset and school adaptation showed significant positive correlation, but home abuse showed negative correlation with other variables. Third, the result of regression effect of moderating effect showed that the growth mindset for personality had a moderating effect. Finally, based on this study, we discussed ways to improve the school life of female students and teenagers. Specifically, it was suggested to consider the growth mindset and age for personality.

• Korean Journal of Health Education and Promotion
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• v.3 no.1
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• pp.43-55
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• 1985

The recent problems of adolescents are leading us to amphasize school mental health program. Therefore, for the first step of that program, this study was attempted to find out the students' daily life stress, their adaptation beharior to resolve that stress, and their self-concept which has an effect on that beharior, to analyze the relationship among those three variables, and to provide basic data which help maintain and promote students' adaptability and mental health. The subjects were 4 classes each grade, 743 students who were chosen as a sample subject among the total of 3,250 students of a junior girls' school in Seoul by stratified sampling method. The Oquestionnair surrey was done from April 1, 1985 to April 6, 1985. The instruments were (1) a part of Junghoon chois' perceptual Orientation Scale for measuring self-perception of students, (2) Rosenberg's Questionnair for measuring students' evaluation of self-esteem, (3) modified Bell's Adoptive Behavior Questionnair, and (4) the Measuring scale for stress developed by the investigator. The collected data were analyzed by using descriptive statistics, x²-test, t-test, ANOVA, and Pearsons' Correlation. The results are summarized as follows: 1. The range of mean score of self-concept, stress, and adaptation beharior is 1-5 respectively. The mean score of self concept was 3.45. The mean score of stress was 2.53, and the degree of stress was in order of the problem of study and grade marks, girl friend, appearance, and relaxation. The subjects preferred effective long-term adaptation method (Mean=2.81) to ineffective short-term adaptation method. (Mean=2.47) 2. The self-concept had the highest degree when students were 1st grade, in good health condition, taking high grade marks, both parents existing, fathers' educational level being above college, and being in high economic status. The degree of stress was significantly high when students were 3rd grade, in poor health condition, having low grade marks, being in poor economic status, and fathers' educational level being under elimentary school. In relation with adaptation method, 1st grade students used more sbort-term and long-term method, and when students had high grade marks, being in high economic status. they used more long-term adaptation behavior. 3. Two Hypotheses of this research were tested: Hypothesis 1. "The higher the students' self-concept is, the more they use long-term adaptation method." was accepted. (r=.2482, p<.01) (t=-4.99, p<.001) Hypothesis 2. "The higher the students' stress is, the more they use short-term adaptation method." was accepted. (r=.2897, p<.01) (t= -7.51, p<.001) In conclusion, a person in charge of school health can help students to adapt effectively by planning and implementing methods which highten their self-concept and lower their stress. But because the correlation among self-concept, stress and adaptation behavior was at a low level, I think that the study, which confirm the relationship of those three variables, is needed.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.67-90
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• 2008

The purpose of this study was to examine the effects of solution focused group counseling program on peer relationship and school life adaption of elementary school children. The subjects in this study were the 4th graders at S Elementary School in Ansan, Gyeonggi-do. 20 students were selected through the preliminary test of peer relationship and school life adaption, that is to say, each 10 students of experimental group and control group. A solution focused group counseling program was provided by researcher to the experimental group in six sessions once or twice a week, 60 minutes each. but control group was not conducted for any program. In verifying of the program effects in this study, KOREAN SPSS/WIN(version 12.0) is used for statistical analysis. The major findings of this study are as follows: First, solution focused group counseling program has a positive effect on all parts of sub-factors of peer relationship except to union life between friends. Second, solution focused group counseling program has a effect on the school life adaption of elementary and its all parts of sub-factors except to school rules. As noted above, it is proved that solution focused group counseling program has a positive effect to improve parts of sub-factors of peer relationship and school life adaption. Accordingly, it is necessary to feel satisfaction and Qualitative improvement in peer relationship and help school life adaptation of elementary school children through solution focused group counseling program.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1407-1418
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• 2014

Korean youth spend tremendous time in school for preparing for college admissions. Their academic achievement and overall satisfaction with their lives are affected by how well they adapt to life in school. Successful adaptation to school is important enough to affect a student's future social life. One of the factors that affect adaptation to school is the psychological condition of adolescent anxiety. Anxiety is one of the common mental disorders that appear in people who are not familiar with new environments. Anxiety is known to be related to behavioral problems, and problems with psychological and emotional adaptation. This condition is dramatically increased in adolescents.Parental conflict in particular is known to be a major factor in affecting youth anxiety. As parental conflict became more severe, children felt more negative emotions such as anger, sadness and worry. Moreover, when a child's issue caused the parental conflict, there were more side effects in the emotional condition of the child. This study shows how parental conflict affects a child's anxiety and a child's school life.This problem is analyzed through structural equation modeling.

• Korean Journal of Adult Nursing
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• v.19 no.2
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• pp.178-190
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• 2007

Purpose: This study aimed to explore the constituents and structure of adaptation experiences in their everyday life among senior patients of a nursing home in order to provide nursing intervention data for the satisfaction and the improvement of life of senior patients by appreciating the nature of their adaptational experience. Methods: The participants were five female and one male senior patients who were 65-years old or older and admitted at a nursing home in a metropolitan city. The interview data were analyzed by the Giorgi's phenomenological analysis method. Results: As the results of analysis, the following three constituents have been found out: retrospective focus based on the meaning of admission, expanding a view and facing up to the reality, reconstructing views about the meaning of life and the world. Conclusion: With the increasing number of senior in facilities, nurses not only play a key role in caring for seniors but also in managing their maladaptation. Thus, it is considered that the results obtained from the this study provide valuable information for both the senior patients and their families as well as for the nurses, by presenting the data about senior patients' adaptational experiences of nursing home admission.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.165-181
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• 2008

In this study, a preliminary study has been made to check the availability of examination after selecting one among the criteria to adaptation of school life, in recognition of the necessity for a tool in order to collect multi =dimensional information about children. An examination has been done with the survey target of 291 pupils in the fifth and sixth grade in an elementary school located in Incheon. And the focus group with the teachers in charge of each class was undertaken to check the availability of the examination. As the result of the examination, 37 was the average score of children diagnosed as the category of temporary maladaptation in terms of the score of 4 sub-scales of school adaptation and their total scores, and 28 was the score which corresponds to the assessment of teachers. The results of examinations and the evaluations of teachers were proved to be highly correlated. Lastly discussion is focused on the meaning of these findings and the suggestions for the further studies.

• Human Ecology Research
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• v.53 no.1
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• pp.107-117
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• 2015

The purpose of this study was to examine the general characteristics and the variety of family life experiences related to the life satisfaction of multicultural families with school-aged children. Data were drawn from the first wave of the Korean Children and Youth Panel Survey conducted in 2010 and developed by the National Youth Policy Institute. Further, the sample for this study consisted of 95 multicultural families who met the requirements. The data were analyzed by descriptive statistics, the t -test, analysis of variance, and multiple regression using SPSS ver. 18.0. The main results showed that family life experiences that were made up of 5 domains, specifically time, leisure, household economy, health, and child education had a broad range of levels. In addition, family life experiences differed according to the general characteristics of multicultural families with school-aged children, such as mother's employment status, number of children, father's employment status and education level, and family composition. Lastly, their life satisfaction was significantly predicted by the father's employment status and health, children's age, children's education, and leisure in the order of significance. These findings suggested the need to expand the social intervention range for multicultural families with school-aged children, particularly in terms of family leisure and children's school life adaptation.