• 아동학회지
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• 제35권3호
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• pp.1-14
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• 2014

This study examined the moderated mediating effect of stress by self-concept on the influence of ego-resiliency on school adjustment in children. The participants consisted of 278 4th-graders, who completed self-report questionnaires designed to assess ego-resiliency, school adjustment, self-concept, and stress. The results indicated the following: First, stress mediated the effect of ego-resiliency on school adjustment. Second, self-concept moderated the effect of stress on school adjustment. Third, the mediating effect of stress on the influence of ego-resiliency on school adjustment was moderated by self-concept. The mediating effect of stress was statistically significant when self-concept was positive, but was not statistically significant when self-concept was negative. Methods to improve children's school adjustment are also included, based on the results of this research.

• 수산해양교육연구
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• 제26권6호
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• pp.1217-1230
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• 2014

The purpose of this study was to investigate the mediating effects of inter-organizational relation on the relation between resilience and school adjustment in elementary school students. The results of this study are as follows: First, there were positive relations among student's resilience, school adjustment, and inter-organizational relation. Second, the mediating effect of inter-organizational relation in the relation between student's resilience and school adjustment was shown by the partial mediating effect. The result of the study shows that student's resilience is the variables influencing school adjustment. Therefore, it suggests to establish inter-organizational relation, ethical climate for active communication among school members in order to improve student's school adjustment. Based on the results, findings and implications are discussed.

• 가족자원경영과 정책
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• 제17권3호
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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.

• 한국컴퓨터정보학회논문지
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• 제24권7호
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• pp.161-168
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• 2019

The purpose of this study is to analyze the mediating effects of anger level on the effects of middle school students' school adjustment on smartphone addiction. In order to accomplish the purpose of this study, the following research problems were set up. First, what is the relationship between Chinese smartphone addiction, anger level, and school adjustment of Chinese middle school students? Second, what is the effect of smartphone addiction on middle school students' anger level and school adjustment? Third, what is the mediating effect of the level of anger in the process of affecting the school adjustment to smartphone addiction by Chinese middle school students? The subjects of this study were five city schools and seven municipal schools in J-do, among which 450 students were enrolled from April 23 to May 18, 2018. A total of 439 copies were used for the analysis, except for 11 unexplained questionnaires or unfairly responded to the collected questionnaires. The conclusions based on the results of this study are as follows. First, there are negative correlations between the sub-factors of smartphone addiction and the sub-factors of school adjustment. Among them, tolerance is only positively correlated with the peer relationship. The sub-factors of smartphone addiction have negatively correlated with anger expression, anger control, and anger suppression. Second, the effect of sub-factors of smartphone addiction on the level of anger was 3.6%, and the effect on school adjustment was 4.2%. Third, The anger level of the middle school students affected the school adjustment by the smartphone addiction has a partial mediating effect of 0.8%.

• 한국학교보건학회지
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• 제36권3호
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• pp.92-102
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• 2023

Purpose: The purpose of this study was to investigate the mediating effect of college adjustment on the relationship between self-leadership and career decision-making self-efficacy in first-year nursing students. Methods: This descriptive research involved 250 nursing freshmen at two local universities and analyzed data from the final 170 students. Descriptive statistics, the independent t-test, the Kruskal-Wallis test, the Mann-Whitney U test, the Pearson correlation coefficient and multiple regression were employed for data analysis. The mediating effect was assessed following Baron and Kenny's three-step verification procedure, and the statistical significance of the mediating effect was determined by bootstrapping. Results: Academic adjustment (β=.24, p<.001) and institutional adjustment (β=.20, p=.004), sub-factors of college adjustment, were identified to have a partial mediating effect on the relationship between the subject's self-leadership and career decision-making self-efficacy (β=.47, p<.001). Conclusion: Enhancing the career decision-making self-efficacy of first-year nursing students could become more effective through the development of programs focused on career exploration and counseling, which include content to promote self-leadership and college adjustment (academic adjustment and institutional adjustment).

• Human Ecology Research
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• 제55권3호
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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.

• 한국콘텐츠학회논문지
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• 제17권4호
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• pp.413-423
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• 2017

본 연구는 부모의 방임 및 학대와 청소년의 학교생활적응 사이의 관계에서 자아탄력성의 매개효과를 확인하기 위하여 시행되었다. 이를 위해 "한국아동청소년패널조사"의 초 4패널 4차년도 중학교 1학년 2,092명의 데이터를 사용하였다. 자료 분석을 위해 기술적 통계, Pearson 상관계수 및 위계적 회귀분석을 실시하였고, 매개효과의 유의성 검증을 위해 Sobel test를 실시하였다. 연구 결과는 다음과 같다. 첫째, 부모의 방임 및 학대는 청소년의 학교생활적응에 부정적인 영향을 미치는 것으로 나타나 부모의 방임과 학대를 경험한 청소년은 학교생활적응이 낮음을 알 수 있었다. 둘째, 부모의 방임과 학교생활적응 간의 관계에서 자아탄력성은 부분매개 효과를 갖는 것으로 나타났다. 셋째, 학대와 학교생활적응 간의 관계에서 자아탄력성은 부분 매개효과를 갖는 것으로 나타났다. 이러한 연구결과는 부모의 방임과 학대를 경험하고 있는 청소년들의 학교생활적응을 위해서는 부모의 방임과 학대를 감소시키고, 청소년들의 자아탄력성을 증진시키기 위한 노력이 가정, 학교 및 지역사회에서 필요함을 시사한다.

• 한국학교보건학회지
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• 제26권1호
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• pp.1-12
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• 2013

Purpose: To examine the effects of appearance satisfaction on school adjustment among adolescents and, further, the mediating effects of self-efficacy between appearance satisfaction and school adjustment. Methods: Conducted a self-report survey of 640 students consisting of sixth, eighth, and tenth graders in the Jeju Special Self-Governing Province. The collected data were analyzed through the independent-sample t-test, the One-way ANOVA, the Pearson's correlation analysis, and the hierarchical multiple regression analysis using the SPSS WIN 18.0 statistical program. Results: First, boys and girls showed statistically significant differences. Boys reported higher levels of appearance satisfaction, school adjustment, and self-efficacy than girls. Second, there were no significant differences in appearance satisfaction and self-efficacy according to the school level. However, statistically significant differences were observed in school adjustment between sixth and eighth graders. Third, students who thought they belonged to the upper class in terms of academic performance and family economy showed the highest level of appearance satisfaction, school adjustment, and self-efficacy. Fourth, there were positive correlations between appearance satisfaction, self-efficacy, and school adjustment. Fifth, self-efficacy proved to have mediating effects between appearance satisfaction and school adjustment among adolescents. In particular, it had a full mediating effect on the relation between appearance satisfaction and adjustment to school life, one of the subfactors of school adjustment. Conclusion: The results suggest that appearance satisfaction is a factor which influences adolescents' school adjustment and that self-efficacy is an important means of mediating between appearance satisfaction and school adjustment. The study is significant in that it highlighted the importance of self-efficacy as one of the important variables to consider when planning various educational programs to help adolescents adjust to their school. In the light of the findings, in an effort to enhance adolescents' self-efficacy and help them lead a harmonious school life in Korea's so-called 'lookism' society, it is necessary to develop and implement counseling programs and character education materials that help adolescents develop a positive perception of their appearance and build self-esteem and self-confidence.

• Human Ecology Research
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• 제62권1호
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• pp.47-58
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• 2024

This study examined the mediating effect of children's school adjustment on the relationship between a creative school environment and children's happiness. For this purpose, an analysis was performed of data from the 12th Panel Study on Korean Children conducted in 2019. The participants were 1,393 fifth-grade elementary school students. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlation analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25.0 and AMOS 23.0 programs. The principal results were as follows. Firstly, there were significant positive correlations among creative school environment, children's school adjustment, and happiness. Secondly, the creative school environment significantly affected children's school adjustment and happiness. Thirdly, children's school adjustment had a positive effect on their happiness. Fourthly, the creative school environment had an indirect effect on children's happiness through school adjustment. The results thus demonstrate that school is a social environment that strongly influences children's happiness. Therefore, to improve children's school happiness, it is essential to consider the relationship between a creative school environment and school adjustment.

• 디지털융복합연구
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• 제14권10호
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• pp.327-337
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• 2016

본 연구는 부모방임이 청소년의 학교생활적응에 미치는 영향을 살펴보고 그 과정에서 자아정체성과 삶의 만족도의 매개효과를 검증하는데 그 목적이 있다. 이를 위해 한국아동 청소년패널 조사의 5차년도(2014) 자료를 활용하였고, 본 연구에 적합한 2,035명의 중학생을 대상으로 변수간의 위계분석과 경로분석을 실시하였다. 주요 분석 결과를 살펴보면. 첫째, 부모방임은 청소년의 자아정체성과 삶의 만족도 및 학교생활적응에 모두 부정적인 영향을 미치는 것으로 나타났다. 둘째, 청소년의 자아정체성과 삶의 만족도는 학교생활적응에 긍정적인 영향을 미치는 것으로 확인되었다. 셋째, 자아정체성과 삶의 만족도는 부모방임과 청소년의 학교생활적응 간에 부분매개 역할을 하는 것으로 확인되었다. 이러한 결과를 바탕으로 청소년의 자아정체성과 삶의 만족도, 학교생활적응을 향상시킬 수 있는 프로그램 개발의 필요성이 제시되었다.