• The Journal of Korean Society for School & Community Health Education
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• v.23 no.1
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• pp.17-27
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• 2022

Objectives: This longitudinal study was done to identify the relationship of school adjustment and sponsor support or future time perspective and the differences of these 3 variables between 1st and 2nd survey of children having Didimseed account in institutional care. Methods: Participants were 25 elementary fourth to sixth grade children who are living on one facility that located in G. metropolitan area at 1st survey and 2nd survey was done at five-year intervals. Data were collected from September 2012 to September 2017 and were analyzed using t-test, paired t-test, ANOVA, post-hoc test and Pearson's correlation coefficients. Results: The level of school adjustment knowledge was not different significantly according to grade, gender and admission period at 1st survey. At 2nd survey, the level of school adjustment was different significantly according to grade only. The level of school adjustment was associated with positive future time perspective(r=.74) and negative future time perspective(r=-.54) at 1st survey, and that was associated with negative future time perspective(r=-.49) and meeting frequency of sponsor(r=-.43) at 2nd survey. There were not significantly different school adjustment and future time perspective variables between both surveys. But meeting frequency of sponsor at 2nd survey was lower significantly than that at 1st survey. Conclusions: Based on the results of this study, it would be necessary to prepare the policies that could have their positive future time perspective to increase school adjustment of institutionalized children. Also the effective strategies to increase not only Didimseed account support but emotional support through qualified meeting with sponsors should be developed.

• Journal of Korean Public Health Nursing
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• v.28 no.3
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• pp.633-643
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• 2014

Purpose: The purpose of this study is to identify protective factors associated with school adjustment of victims in school bullying. Methods: Data were collected from 114 victims among 825 middle school students. The measurements were the self-report questionnaire on resilience, and the Childrearing Behavior Questionnaire, measurements of relationship with friends, and attitude of teachers toward bullying. Descriptive, Pearson correlation, and multiple regression analyses were used. Results: A significant relationship was observed between school adjustment of victims and resilience (r=.355, p<.01), warmth-acceptance parenting behavior (r=.482, p<.01), rejection-restriction parenting behavior (r=-.213, p<.01), and teacher's attitude toward bullying (r=.381, p<.01). The result of multiple regression analysis showed significant association of school adjustment with resilience (${\beta}$=0.247, p<.05), warmth-acceptance parenting behavior (${\beta}$=0.302, p<.001), and teacher's attitude toward bullying (${\beta}$=0.285, p<.01). Conclusion: Comprehensive interventions designed to enhance the resilience of students, improve warmth-acceptance parenting behaviors and teacher's attitude toward bullying may be helpful in promoting school adjustment of victims.

• Korean Journal of Human Ecology
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• v.19 no.6
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• pp.981-991
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• 2010

This study investigated the structural relationships between parental attitude, social support, self-esteem, and levels of adjustment to school life of children from multicultural families. Participants were 177 elementary school children from multicultural families in 1st to 6th grade of elementary school in the Daegu-Gyeongbuk area of South Korea. The major findings were as follows. 1) Parenting attitude, social support, and self-esteem had direct effects on levels of children's adjustment to school life. 2) Parental attitudes and social support had direct effects on children's levels of self-esteem. 3) Parental attitudes and social support also had indirect effects on levels of adjustment to school life of these children. This study suggested that various concern and supports from multi level of society are required to improve adjustment to school life in children from multicultural families.

• Korean Journal of Child Studies
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• v.36 no.4
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• pp.111-127
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• 2015

This study was conducted in order to model the relationship between children's ego strength and their school adjustment and life satisfaction levels. For this purpose, 4,765 4th-6th grade elementary school children were surveyed by means of a questionnaire. The collected data were analyzed by means of structural equation modeling. The results of this study may be summarized as follows. First, in all the grades, a significant and positive correlation was observed between the children's ego strength and their school adjustment and life satisfaction levels. Second, ego strength was found to be a variable that had a significant effect on life satisfaction indirectly through the medium of school adjustment. Third, the relation model between the variables differed according to grade. That is, the direct effect of ego strength on life satisfaction was stronger in the high grades, and the level of school relationship adjustment was found to have a significant effect on family relationship satisfaction as a factor of life satisfaction in 4th graders, whereas it did not in the case of 5th and 6th graders.

• Journal of the Korean Home Economics Association
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• v.46 no.3
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• pp.117-126
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• 2008

The purpose of this study was to identify and assess influential social adjustment factors in children who live in child care institutions. To do this, correlation and regression analysis in Structural Equation Model were carried out on 326 children from 12 child care institutions. The findings are as follows; Social adjustment in children living in child care institutions were deemed better based on higher self-esteem, more maintenance of contact with parents, more positive caring environment within institutions, higher support of fellow school children, and more pro-social charactes of school peers. The influence of each variables on social adjustment was indicated to be highest in institutions with a caring environment. In conclusion, self-esteem, pro-social charactes of school peers, support of fellow school children, and contact with parents (in that order) were deemed most influential to social adjustment.

• Journal of Families and Better Life
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• v.33 no.1
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• pp.61-74
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• 2015

This study aimed to identify the mediating effects of the child's career maturity on the relationship between mother's child-rearing attitudes and children's school adjustment. In order to achieve our goals, the present study 1) analysed the differences in the mother's child-rearing attitude perceived by child, child's career maturity, and school adjustment according to child's sex, and 2) examined the direct and indirect effects of mother's child-rearing attitude and child's career maturity on school adjustment. A total of 430 $6^{th}$ grade elementary school students living in Gwangju participated in this study. The summary of this study is as follows. First, there were some differences in achievement child-rearing attitude according to child's sex. Boys perceived their mother's child-rearing attitude as more achievement-oriented than girls. Second, child's career maturity mediated the relations between mother's child-rearing attitude perceived by child and their school adjustment. Specifically, the partial mediating effects of career maturity were found in all of the relations between sub-factors of child-rearing attitude(affection, autonomy, achievement, and rationality), and child's career maturity fully mediated the relation between autonomy and peer relationship. The results of this study mean that mother's child-rearing attitudes have both direct and indirect impacts on child's school adjustment and child's career maturity are all very important factors on their school adjustment. The present study suggests that it is necessary to provide diverse career programs to improve child's career maturity.

• Human Ecology Research
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• v.57 no.3
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• pp.341-352
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• 2019

This study examined the effect of maternal positive parenting attitudes on school adjustment among multi-cultural adolescents in Korea and investigated if multi-cultural adolescents' ego-resiliency mediates the relationship between maternal positive parenting attitudes and school adjustment. We used panel data from the fifth wave (2015) of the Multicultural Adolescents Panel Study (MAPS) collected by the National Youth Policy Institute. Participants were 1,297 multi-cultural adolescents (639 boys, 658 girls) who are second-year middle school students and have foreign mothers. SPSS 25.0 performed descriptive statistical analysis and correlation analysis. The structural equation model (SEM) was estimated with Mplus 5.12. The results of this study were as follows. First, a higher level of maternal positive parenting attitudes were related to higher level of ego-resiliency and school adjustment for multi-cultural adolescents. Second, maternal positive parenting attitudes had an indirect effect on school adjustment for multi-cultural adolescents via ego-resiliency. The results of this study indicate that maternal positive parenting behaviors would help improve the school adjustment of multi-cultural adolescents by increasing the level of ego-resiliency. In addition, the results of this study suggest that improving ego-resiliency for multi-cultural adolescents can be an effective method to help in school adjustment, as well as education for maternal parenting attitude.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.175-183
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• 2019

The purpose of this study was to identify the mediating effects of self-esteem in the relationship between marital conflict and school adjustment among adolescents. This study used data collected from 482 middle school students in Seoul. Multiple regression analysis was used to examine the mediating effects of self-esteem in the relationship between marital conflict and school adjustment. The results of this study revealed that there were sex differences in self-esteem of adolescents. For both male and female adolescents, marital conflict was found to have negative effects on self-esteem. School adjustment of adolescents was found to be positively influenced by self-esteem. Marital conflict had negative direct effects on school adjustment only for male adolescents. Results indicated that self-esteem mediated in the effects of marital conflict on school adjustment for male and female adolescents. Implications for understanding the associations among marital conflict, children's self-esteem and adjustment in school contexts were discussed.

• Korean Journal of Family Welfare
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• v.23 no.4
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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.

• Korean Journal of Human Ecology
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• v.19 no.4
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• pp.641-653
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• 2010

This study invesitgated the mediation effect of self-resilience on the relationship between perceived family strength and adolescents' level of adjustment at school. Participants were 479 elementary and middle school students from Daejeon. Data were analysed by SPSS 12.0 and Structural Equation Modeling with AMOS 5.0. Results were as follows: Firstly, family strength gives a direct effect on adolescent's school adjustment. Secondly, family strength is mediated by self-resilience on adolescent's school adjustment. Thirdly, significant differences in the path coefficients of the two groups were not found. These results indicate that we should expand the subjects of family and juvenile welfare, including general adolescents and general families, in order to improve family strength. In addition, programs such as the personal relationship and confidence elevation programs should be enacted to support elementary students' self-resilience.