• 한국학교ㆍ지역보건교육학회지
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• 제16권1호
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• pp.27-38
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• 2015

Objectives: The purpose of this study is to develop programs that help students adjust to school and provide basic data for the students who have difficulty adjusting to school by analyzing the influence of elementary school students' stress and their relationship with parents on school adjustment. Methods: The study surveyed fourth graders in 3 elementary schools in G district. The researcher used convenience sampling to select the 3 elementary schools. The combined 158 students were selected for the analysis, and the survey was conducted for a month in September 2011. The stress monitoring tool used in the 5th year of Korean Youth Panel Survey was mobilized to measure levels of stress among the participants. To measure the parent-child relationship, the Korean Parent-Child Relationships Scale was used. For the measurement of school adjustment, a tool designed to identify the school adjustment of elementary school students was used. The SPSS 21 software and a two-sided test under the significance level of ${\alpha}=0.05$ were used to analyze data. The regression analysis was also used to identify the relative influence of the stress and parent-child relationship on children's adjustment to school. Results: The regression analysis has found the following: the higher peer stress (B=-0.175) and parental strictness (B=-0.159) grow, the lower the level of school adjustment gets; the higher the level of intimacy between parent and child gets, the higher the level of school adjustment grows; and intimacy between parent and child (${\beta}=0.400$) has the largest influence on the child's school adjustment. Conclusions: For elementary school students to be well adjusted to school, their stress and relationships with their parents should be managed. In particular, using the programs that can reduce stress from peers and increase parent-child intimacy will be effective in helping students adjust to school.

• 가정과삶의질연구
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• 제27권6호
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• pp.21-29
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• 2009

This study investigated the effects of three factors-mothers' parenting beliefs; child care-home involvement; and the home learning environment - on the school readiness of 3- to 5-year-olds. The subjects were 366 children who were enrolled in child care centers located in Seoul and the Kyoungki area, and their mothers. The Structural Equation Modeling (SEM) technique was employed to test the pathways to children's school readiness as indicated by the child's abilities in vocabulary, math and reading. The results showed that mothers' stronger beliefs in their responsibilities in their children's academic and behavioral development predicted greater involvement in child care and better quality in the home learning environment. Likewise, the quality of the learning environment predicted the extent of the child's readiness for school. No direct relation was found between child care involvement and the child's school readiness. The results imply that multiple factors - parental, child-care-related, and home environmental- explain the extent to which the child is prepared to adjust to scholastic life.

• 한국지역사회생활과학회지
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• 제20권1호
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• pp.91-102
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• 2009

The purpose of this study was to analyze the effect of home related variables like socio-demographic variables, parent-child communication, and concern for children's education on children's school adjustment. The data was collected from 287 elementary school children living in Gyunggido. Measurement scales included the children's school adjustment inventory, the questionnaire of the socio-demographic variables, the parent-child communication index, and the parent's concern about children's education index. Results showed that children's school adjustment was significantly effected with regard to: father's age, father's education, mother's education, income, and mother's job. Correlation analysis indicated that parent-child open communication was positively correlated to children's school adjustment; that is the relationships with teachers and with friends, study at school, and rule of school. As well, parent-child problematic communication was negatively correlated to all of the school adjustment variables. Parent's concern about children's education indicated positive correlations with all of the school adjustment variables. It was also found that: parent's concern about children's education, parent-child open communication, parent-child problematic communication, mother's education, and income were significant predictors of the children's school adjustment.

• 한국지역사회생활과학회지
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• 제18권3호
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• pp.379-390
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• 2007

The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.

• 한국보육지원학회지
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• 제15권6호
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• pp.21-40
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• 2019

Objective: The purpose of this study is to find the tendencies and differences of mother's child-rearing anxiety before and after their children enter into elementary school, to analyze the factors influencing child-rearing anxiety at each time, and thereby to seek a support plan at the time of transition. Methods: The subjects of this study were 181 mothers who participated in two surveys which were conducted before and after their child entered into elementary school. Results: Firstly, mother's child-rearing anxiety before and after their children's entrance into elementary school was at a middle level, but increased significantly when they experienced their children's transition to elementary school. Secondly, mother's child-rearing anxiety, before their children's entrance into elementary school, was influenced by private education, the collection of educational information, cognitive ability, whether or not to develop a work status change plan, and birth order sequentially. Thirdly, child-rearing anxiety after their children's entrance into elementary school was significantly influenced by child-rearing anxiety before their children's entrance into elementary school and the mother's employment. Conclusion/Implications: This study is meaningful in the point that it suggested the necessity for the cooperation between multiple systems, such as systematic and stepwise parenting education, the importance of offering information to educational institutions and local governments, and for work- family support policy to prioritize children in order to support children's successful transition into elementary school.

• 한국생활과학회지
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• 제22권6호
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• pp.559-569
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• 2013

This study examined the effect of maternal employment, child's internet immersion, resilience and parent-child relationships on their school life adjustment. The participants in this study consisted of 306 5th and 6th grad students from two elementary schools located in Seoul and Gyeong-gi. Data analysis was conducted by t-tests, Pearson correlation analysis and multiple regression analysis. The results of this study were as follows. First, school life adjustment was higher in non-employed mother than amongst employed mother. Second, the relationship between the factors showed that a lower internet immersion, the higher resilience, the parent-child's intimacy-support and allowance-provision was associated with a higher a school life adjustment. Third, the strongest predictors of child's school life adjustment were the intimacy-support of parent-child relationships and spontaneity of resilience.

• 아동학회지
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• 제16권1호
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• pp.3-20
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• 1995

This study assessed the needs and aspirations for after-school programs for 421 employed mothers with a school-age child. Furthermore, 20 cases of after-school programs presently opened in Seoul and Kyungkido were analyzed and evaluated in terms of the factors related to quality of child care programs. A tentative after-school program model was developed on the basis of data from the assesment of parental requests and the evaluation of the present programs. The objectives of after-school programs, program activities, caregiver's role, group constellation, supervision of the programs, and care service time were discussed in the model.

• Child Health Nursing Research
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• 제12권4호
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• pp.514-522
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• 2006

Purpose: The purpose of this study was to identify the factors of child behavioral problems and construct a descriptive model that explains child behavioral problems for school age children. Method: The participants in the study were 586 4th, 5th, 6th graders and their mothers. The children attended 8 elementary schools located in Taejon city and their mothers. The tools used in this study was the Mother's Child Raising Behavior Scale by Park, Seong-Yeon and Yi, Sook(1990). To measure child's self esteem, the Self Esteem Scale by Kim(1987) was used; child perceived social support was measured with the Social Support Evaluation Scale by Dubow and Ullman(1989), and childhood behavioral problems were measured with the Korean standardized of version of the Korean-Child Behavior Checklist(K-CBCL)(1997). Descriptive statistics and linear structural relationship(LISREL) modeling were used to analyze the data. SAS and LISREL 8.12a programs were used. Results: The overall fit of the hypothetical model to the data was good $>X^2=103.07(p=0.00)$, GFI=0.96, AGFI=0.94, RMSR=0.04, RMSEA=0.07, NFI=0.94, NNFI=0.95< Maternal child raising behaviors(T=2.21) and child perceived social support(T=10.29) had a significant, direct effect on a child's self esteem. Maternal child raising behaviors(T=-3.87), and child self esteem(T=-2.04) and had a significant total effect on child behavioral problems. These variables accounted for 63% of the variance of the child behavioral problems in the school age children. Conclusion: These finding have provided support for maternal child raising behaviors, child perceived social support, and child self esteem as predictive variables of behavioral problems in school age children.

• International Journal of Contents
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• 제9권3호
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• pp.42-47
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• 2013

The purpose of the present study was to investigate the degree of awareness toward child abuse behaviors, causes of child abuse, and the necessity of the parent education for child abuse prevention in the parents of elementary school students. Four hundred fifty parents of elementary school students participated for this study. The results were as follows. First, the parents generally were aware of emotional abuse and physical abuse, but not aware of neglect. In the comparison, according to parental education level and family income, highly educated parents and high-income parents were more aware of both emotional abuse and neglect. Second, most of the parents agreed on the causes of child abuse presented in the survey except the cause of having an unexpected child. Third, most parents agreed on the necessity of parent education programs for child abuse prevention. The discussion for the results and strategies for child abuse prevention was provided.

• 한국가족복지학
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• 제23권4호
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• pp.633-652
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• 2018

This study aimed to examine the direct effects of relationships with parents, peers, and community child center teachers on the school adjustment of low-income adolescents attending community child centers and the indirect effects mediated through adolescents' resilience. The second-term panel data from the fourth-year Community Child Center Survey was used to analyze 198 adolescents (103 boys, 95 girls) who were first graders at middle schools. SPSS 20.0 and AMOS 20.0 were used to analyze the data through structural equation modeling. The results of the study were as follows: Parental monitoring and peer trust had direct effects on the adolescents' school adjustment, while satisfaction with community child center teachers did not. Parental monitoring, peer trust, and satisfaction with community child center teachers had indirect effects on adolescents' school adjustment mediated through resilience. The school adjustment of low-income adolescents has received attention from both researchers and politicians. The results of this study are notable in that both the important relationships and resilience of low-income adolescents can significantly contribute to their school adjustment in their first year at middle school. Given the developmental needs of low-income adolescents, interventions for school adjustment that consider adolescents' important social contexts and psychological characteristics should be developed.