• Journal of Family Relations
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• v.23 no.1
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• pp.139-156
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• 2018

Objectives: The purpose of this study is to examine the impact of solution- focused thinking on middle-aged married women's role adjustment and life satisfaction through positive emotions. Method: The subjects of this study is middle-aged married women who reside in an urban community in South Gyeongsang Province. As for data analysis, SPSS 22.0 and AMOS 21.0 are employed. Results: The findings of the study were as follows: First, concerning the relationships of the variables, there were significant positive correlations among all the solution-focused thinking, positive emotions, role adjustment and life satisfaction. Second, solution-focused thinking had significant direct effect on positive emotions, and role adjustment. Solution-focused thinking had significant indirect effect on role adjustment through the medium of positive emotions at the same time. Solution-focused thinking had a significant indirect effect on life satisfaction through the medium of positive emotions and role adjustment. Positive emotions had no direct effect on life satisfaction but had a significant indirect effect on it through the medium of role adjustment. Conclusions: The findings of the study conclude that solution-focused thinking exercised an indirect influence on life satisfaction through the medium of positive emotions and role adjustment made it possible to find a way to provide solution-focused counseling for clients to lead a more satisfactory life.

• Human Ecology Research
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• v.55 no.3
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• pp.249-261
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• 2017

This study grasps the structural relationships between temperament, social support, and school adjustment by adolescents as well as investigates the mediating effect of positive psychological capital from relationships between temperament, social support, and school adjustment. Participants in this study consisted of 763 students in the second grade of five middle schools. Productive correlation analysis were conducted on data collected for this study using PASW statistics ver. 18.0 program; in addition, structural equation modeling analysis was conducted using AMOS ver. 18.0 program. The main findings are as follows. Paths appeared in different ways according to the investigation of mediating effect of positive psychological capital under the impact of temperament and social support on school adjustment of adolescents. Investigation showed that harm avoidance temperament had a statistically significant indirect effect on school adjustment with a medium of positive psychological capital. Novelty seeking temperament and persistence temperament had a direct impact on the school adjustment of adolescents; however, it appeared to also indicate an indirect impact through a medium of positive psychological capital. Social support seemed to indicate a direct impact on school adjustment of adolescents as well as an indirect impact through a medium of positive psychological capital. This study provides basic data to help in the school adjustment of adolescents using personal, environmental, and psychological variables that proves the importance of positive psychological capital in adolescence.

• Korean Journal of Human Ecology
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• v.18 no.5
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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.

• Human Ecology Research
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• v.53 no.3
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• pp.331-339
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• 2015

This study investigates the effects of parental abuse and neglect on school life adjustment mediated by self-esteem in adolescents. Participants consisted of 2,259 middle school students from the Korean Children and Youth Panel Study 2012. Secondary questionnaire data on parental abuse and neglect, self-esteem, and school life adjustment are used for this study. Data were analyzed using descriptive analysis, Cronbach's a, Pearson's correlation analysis and multiple regression analysis. Baron and Kenny's method determined the mediation effect. SPSS ver 18.0 was adopted. The results were as follows. First, parental abuse and neglect were negatively correlated with the adolescent school life adjustment; however self-esteem was positively correlated with adolescent school life adjustment. Second, the results of the regression analysis revealed that adolescent school life adjustment was influenced both directly and indirectly; parental abuse had a direct effect on adolescents' school life adjustment and also had an indirect effect on mediated by self-esteem. Parental neglect had a direct effect on adolescent school life adjustment and had an indirect effect on adolescent school life adjustment mediated by self-esteem. The results indicated that self-esteem plays a crucial variable in the relationship of parental abuse and the school life adjustment. Also, self-esteem plays a crucial variable in the relationship between parental neglect and school life adjustment.

• Human Ecology Research
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• v.53 no.4
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• pp.363-373
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• 2015

This study examined the direct and indirect influences of parental behavioral control on adolescents' school related adjustment by exploring pathways between parental behavioral control, adolescents' anxiety, and school related adjustment. Participants were composed of 319 high school 1st graders (153 male and 165 female students) from the Seoul area. They completed questionnaires on parental behavioral control, adolescents' anxiety, and adolescents' school related adjustment. The collected data were analyzed using Pearson's correlation coefficients, Factor Analysis, and Structural Equation Modeling. It was adapted to SPSS version 19.0 and Amos version 21.0 for Windows. The results indicated that adolescents' anxiety partially mediated the association of parental behavioral control and adolescents' school related adjustment. More concretely, direct effect of adolescents' anxiety on adolescents' school related adjustment were slightly greater than the direct/indirect effects of parental behavioral control on adolescents' school related adjustment. The effect of adolescents' anxiety on adolescents' school related adjustment was the greatest among all associations between research variables. The findings of this study have implications for research and practice that highlights the important considerations for proper parental behavioral control and reducing adolescents' anxiety that should be emphasized to improve adolescents' school related adjustment. We believe that improved parental behavioral control needs to be emphasized when designing prevention and parent intervention education programs for adolescents' psychological problem and school related adjustment.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.421-431
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• 2019

This study aimed to verify the mediating effects of empowerment and social support in the process of parent-child relationship affecting the college adjustment. In this descriptive research, 219 university students were recruited as participants. Data collection was carried out from May to June 2019 via online survey. The results showed that parent-child relationship had significant direct effects on empowerment, social support, and college adjustment. Moreover, parent-child relationship had significant indirect effects on students' college adjustment via empowerment and social support. The indirect effect of empowerment was significantly higher than the indirect effect of social support with respect to the influence of parent-child relationship on college adjustment. It is necessary to improve parent-child relations and emotional intimacy through social support to promote the college adjustment of students. In addition, it is important to apply a program that can enhance empowerment, which is a powerful factor in college adjustment.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.1-15
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• 2014

In this paper, the effects of parental neglect and abuse on school adjustment mediated by social withdrawal in adolescents were examined using a sample of 2,163 second grade middle school students(1,096 boys and 1,067 girls) from the Korean Child and Youth Panel Survey(KCYPS) data set. All research variables were measured using self-reported questionnaires. They were analyzed by means of Structural Equation Modeling. The results indicated that parents' abuse had no direct effect, but there was an indirect effect on adolescents' school adjustment mediated by adolescents' social withdrawal. Parental neglect had a direct effect on adolescents' school adjustment and also had an indirect effect on adolescents' school adjustment mediated by social withdrawal. The results indicate that parental neglect is a more significant contributor than adolescents' social withdrawal on adolescents' school adjustment. The results of this study show that parenting attitude, more specifically parental neglect, tend to be more important factors on school adjustment compared to adolescents' psychological problems, such as social withdrawal in adolescence. Taken together, these findings suggest that interventions aimed at improving parental neglect and adolescents' social withdrawal need to be emphasized if adolescents are to better adjust to school life.

• Journal of Korean Academy of Nursing
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• v.42 no.1
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• pp.105-115
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• 2012

Purpose: This study was done to propose a structural model to explain and predict psychosocial adjustment in patients with early breast cancer and to test the model. The model was based on the Stress-Coping Model of Lazarus and Folkman (1984). Methods: Data were collected from February 18 to March 18, 2009. For data analysis, 198 data sets were analyzed using SPSS/WIN12 and AMOS 7.0 version. Results: Social support, uncertainty, symptom experience, and coping had statistically significant direct, indirect and total effects on psychosocial adjustment, and optimism had significant indirect and total effects on psychosocial adjustment. These variables explained 57% of total variance of the psychosocial adjustment in patients with early breast cancer. Conclusion: The results of the study indicate a need to enhance psychosocial adjustment of patients with early breast cancer by providing detailed structured information and various symptom alleviation programs to reduce perceived stresses such as uncertainty and symptom experience. They also suggest the need to establish support systems through participation of medical personnel and families in such programs, and to apply interventions strengthening coping methods to give the patients positive and optimistic beliefs.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.43-60
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• 2014

This study examined the influence of children's self-concept, self-efficacy, self-resiliency and school adjustment on life satisfaction. Data were collected from 582 fifth and sixth graders in Seoul and Gyeonggi-do. The results of this study are as follows. First, self-concept, self-efficacy, and school adjustment were all confirmed as variables that had direct or indirect influence on life satisfaction. Of these, it was found that school adjustment and self-resiliency turned out to have a more direct influence on children's life satisfaction. Second, as for the greatness of direct influence on school adjustment, which mediates the ego-related variables and life satisfaction, self-efficacy, self-resilience, and self-concept proved to be greater in that order. Third, self-concept turned out to be the variable that had the greatest influence on school adjustment and life satisfaction when taking into consideration of both the direct and indirect influence. It was confirmed that it could be more effective to compose an intervention method for the promotion of life satisfaction case by case for short term goals.

• Journal of Family Resource Management and Policy Review
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• v.17 no.3
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• pp.1-17
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• 2013

This study focused on adolescents who are studying in middle schools of the Gyeongnam region, aims to provide methods for improving school adjustment among adolescents through the enhancement of family strength. It will examine the effect of family strength on adolescents' school adjustment verify the mediating effect of social support in the influential relationships of school adjustment. The summarizations, obtained in this study are as follows: First, an analysis of the results of the effect of family strength on social support demonstrated that family strength had a positive effect on social support. That is, as family strength was higher, social support increased. Second, an analysis of the results of the effect of family strength on school adjustment show that family strength would have a direct effect on school adjustment, which is positive. Where family strength was higher, school adjustment of adolescents was also higher. Third, the results of the effect of social support on school adjustment when controlling family strength demonstrate that social support would have a positive effect on school adjustment, however, family strength did not predict school adjustment. Therefore, the complete mediating effect of social support in the relationship between family strength and school adjustment was identified. In conclusion, it was identified that family strength had an indirect effect on school adjustment, but not a direct effect. Therefore, it is indicated that indirect intervention through the social support system as well as direct intervention for the improvement of adolescents' school adjustment is required. In addition, it was confirmed that family strength and social support would be more important variables than control variables, which reflect the characteristics of adolescents and family in terms of school adjustment. Therefore, the recognition that the responsibility in adjusting to school is the common role of families, schools, and community going beyond the individual responsibility of adolescents is needed.