• Journal of the Korean Home Economics Association
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• v.51 no.1
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• pp.17-26
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• 2013

The purpose of this paper is to analyze how social supports, such as family, teachers, and friends, affect the school adjustment of children who were abused by their parents, and suggest the interventional solutions in order to improve the social support system and school adjustment. 692 children, aged 4 to 6 in primary schools in Busan, were chosen for the survey and all of them are currently under children's service. Among the respondents, 485 children (70.1%) have experienced abuse, and neglect was the most frequent abuse experienced among them. Neglected children were influenced by teachers, families and friends' support in terms of social support for school adjustments. However, the emotionally abused children were influenced by families, teachers and friends in terms of social support for school adjustments. In addition, children who experienced physical abuse have been influenced by families and teachers'support. Support from friends has no meaning for them. As a result, this paper suggests that an effective interventional solution will be necessary for the school adjustment of abused children. The effective interventional solutions are firstly that neglected children require a high level of attention from their teachers and teachers should encourage parents with parental education and counseling to be helpful for their children. Secondly, emotionally abused children require strong family support through parents'education for child development and caring support programs. Finally, physically abused children need caring programs which develop supportive relationship skills both with parents and teachers for their adjustment in school.

• Korean Journal of Childcare and Education
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• v.8 no.4
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• pp.137-157
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• 2012

The purpose of this study was to analyse the influence of teachers' instructional professionalism and job stress on the adjustment of First-grade elementary school children. The subjects were 250 elementary school children and their 25 teachers in G City and J Province. Data were collected by questionnaires and analyzed by Pearson's r and Regression analysis using the SPSS 18.0 version. The major results of this study were as follows: First, there were significant correlations between instructional professionalism and all the sub-variables of children's adjustment. Second, there were significant correlations between teachers' job stress and children's adjustment, with the exception of content knowledge and content-based instruction. The results showed that there were significant correlations among teachers' instructional professionalism, job stress, and children's adjustment.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.129-136
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• 2024

The research purpose was to examine the effects of mothers parenting efficacy on children's school adjustment in the first grade of elementary, using young children's external problem behaviors and school readiness as the mediating variables. KICCE panel data were analyzed utilizing SPSS and Process macro. As results, young children's externalized problem behaviors and school readiness were found to have partial mediating effects in the relationship between mothers' parenting efficacy and school adjustment. In addition, the complete double mediating effect by externalized problem behaviors and school readiness was proved.

• Journal of the Korea Society of Computer and Information
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• v.21 no.3
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• pp.129-135
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• 2016

The aim of this study is to identify whether the game addiction has an impact on their school adjustment and to verify the direct effects and moderating effects of parent-child Communication. The survey was conducted to the children who were 5th and 6th graders in Gwangju and Jeonnam. The responses from 304 subjects were analyzed. The analytic results are as the following. When verifying the impact of game addiction on their school adjustment, The game addiction was found as the key variable that has a negative impact on children's school adjustment. The results indicated that children with higher levels of game addiction more likely to have lower levels of school adjustment. The impact of parent-child Communication on their school adjustment was analyzed. The analytic results suggest that parent-child Communication has a impact on their school adjustment. In other words, higher parent-child Communication means higher school adjustment. The moderating effect of parent-child Communication was analyzed. The parent-child Communication check the moderating effect of do game addiction on their school adjustment. The Implications of these findings were discussed.

• Korean Journal of Child Studies
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• v.27 no.1
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• pp.95-111
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• 2006

In this study of acculturation strategies and adjustment in Korean-Chinese and Chinese-Korean children, 273 Korean-Chinese and 207 Chinese-Korean were asked about levels of assimilation to the mainstream language and culture, ethnic identity, emotional attitude toward their schools, teachers' support, peers' support, and social distance from the mainstream. Results revealed that separation was the most preferred strategy followed by integration, assimilation, and marginalization for both subject groups. Children categorized by separation strategies reported highest scores in school adjustment variables and lowest scores in social distance. There were some differences between Korean-Chinese and Chinese-Korean children in cultural assimilation, ethnic identity, emotional attitude toward school, and teacher's support. These findings were explained by their immigration history and the uniqueness of each mainstream society.

• Korean Journal of Child Studies
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• v.26 no.1
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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.

• International Journal of Human Ecology
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• v.6 no.1
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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.

• Journal of the Korean Home Economics Association
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• v.33 no.2
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• pp.113-127
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• 1995

The purpose of this study was to examine the children's adjustment according to the their problems and problem solving pattern in single mother. The data of this study were abtained from 186 children of single-mother. For analysis of data, Factor analysis, t-test, One-way ANOVA, pearson's correlation, Multiple regression were used The results are as follows; 1. The children's problem are composed seven factors that are house life, emotion, school life, peer-relationships, academic achievement, finicial, future life. The family structural variables to have relationship with the children's problem are age, sex, father's absence reason, SES, mother postering attitude. 2. The mean value of children's problem solving pattern such as seeking religion support and passive appraisal was highest. The children's problem solving pattern were affected by mother's fostering attitude. 3. The inadequacy among children in single-mother was related to mother fostering attitude after father's loss, children's problem and children's problem solving pattern that emphasizes the interdependence of each element in this children's adjustment network.

• Journal of the Korean Home Economics Association
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• v.46 no.5
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• pp.19-33
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• 2008

The main purpose of this study was to assess the effects of SES, mother's psychological well-being, child-rearing behavior and child's peer relationship on school adjustment. A total of 237 children enrolled in the 5th and 6th grade and their mothers were used for this study. Data was collected via questionnaires completed by children and their mothers. The path analysis of antecedent variables influencing child's school adjustment revealed two different patterns. Firstly, socioeconomic status influenced child's school adjustment through maternal psychological well-being. Secondly, maternal psychological well-being affected by socioeconomic status contributed to child's school adjustment through positive child-rearing behavior and positive peer relationship. Focusing on maternal psychological well-being and mother's child-rearing behavior, the implication for promoting child's school adjustment are discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.3
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• pp.1367-1374
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• 2014

This study is intended to increase the understanding of multicultural children's parent-child which I used as a control. To do this a survey was conducted of students with basic communication ability in the $5^{th}$ and $6^{th}$ grades who are enrolled in elementary school in Gyeonggi Province. In the study, the multicultural children's group, when compared to other groups, had a father-child relationship quality that was found to be lower. A study will be made analyzing the father of multicultural families' children, including the father's role in multicultural education. Through the fact that the quality of parent-child relationship significantly affects multicultural family children's school adjustment. If multicultural family parents have access to a variety of training programs in education, then multicultural children school adjustment will be further enhanced.