• 대한가정학회지
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• 제39권11호
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• pp.175-192
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• 2001

This study investigated the relationships between inter-cultural experience and socio-psychological adjustment to the current life among children who have refilmed from living abroad. The subject of research consisted of 102 boys and 110 girls from fourth grade through sixth grade who returned to their home country after living in a foreign correlation Data were collected from 5 elementary schools in Seoul. Descriptive statistics, t-tests, correlation analysis and regression were used for data analysis. The results of children's social-psychological adjustment were represented by 3 categories: school/friend relationship, stress/strain and language/learning. The following are the summarized results; First, girl students were more likely to adapt to school/friend relationships in Korea and had lower stress/strain than boys. Second, the children having shorter period of residence in foreign county, lower adaptation ability to different culture and extrovert personality showed higher socio-psychological adjustments after returning to Korea. Third, the adjustment to school/friends was influenced by period of residency in the foreign county, the experience of different culture, and extrovert personality. The experience of different culture and extrovert personality effected stress/strain, and the adjustments to language/learning were influenced only by the ewperiecne of different culture. Lastly, the experience of different culture was the most important variable influencing all 3 categories of socio-psychological adjustments.

• East Asian mathematical journal
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• 제31권4호
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• pp.393-420
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• 2015

The expectation and confirmation emerging as one of problem-solving strategies in the elementary school is a strategy that does not limited in the elementary school but used in the middle and high school. This strategy inevitably requires a process of adjustment that affected by the earlier expectation. Such an adjustment raised expectation and confirmation to one of effective problem-solving strategies. The adjustment is especially important to carry out the strategy effectively. The aim of this study was to conduct basic research on cognitive characteristics appearing to students when they carried out the expectation and confirmation strategy. We investigated and analyzed this in term of adjustment of expectation. To do this, we examined 50 5th graders' response in three kinds of word problems and interviewed with 4 participants who is using the expectation and confirmation strategy. The interview was conducted by using the items or solutions used in the test. From this, we tried to check students' cognitive characteristics and recognition on it's value. Furthermore we proposed the pedagogical implications associated with these results.

• 기본간호학회지
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• 제17권4호
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• pp.548-556
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• 2010

Purpose: This study was done to investigate the relationship between self esteem, stress, depression and school adjustment among adolescents who were victims of bullying and those who were not. Methods: The questionnaire included the Peer Victimization Scale (Callaghan & Joseph, 1995), Self-esteem Scale, (Rosenberg, 1965), Daily Hassles Questionnaire (Feiner, Ginter & Primavera, 1982) and Center for Epidemiological Studies-Depression (Radloff, 1977). Data from 738 questionnaires were analyzed using frequencies, means, ${\chi}^2$-test, t-test and logistic regression analysis with SPSS 14.0. Results: Victims of bullying accounted for 19.8% of the students. Significant differences were found for grade, school record, family living together, satisfaction with parents and satisfaction with friends between students who were victims of bullying and those who were not. Self esteem and school adjustment for the victims of bullying were lower than for those in the non-victim group, and stress and depression were higher. The logistic regression analysis revealed that school record, family living together, satisfaction with friends, self esteem, friend related stress, family related stress and depression were significantly associated with being a victim of bullying. Conclusion: The result of this study offer basic data for the development of intervention programs to prevent students becoming victims of bullying.

• Child Health Nursing Research
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• 제17권1호
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• pp.31-38
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• 2011

Purpose: The purpose of this study was to analyze factors affecting meaning of life in adolescents. Methods: Data were collected from April 5 to June 20, 2010. The participants for this study were 343 Korean middle and high school students, recruited from four middle and high schools located in Seoul. Data collection was conducted through the use of 7 questionnaires. The data were analyzed with the SPSS WIN 12.0 program using descriptive statistics, ANOVA, Pearson correlation coefficients and stepwise multiple regression. Results: 1) The mean total item score for the meaning of life scales was 2.99, which was slightly high. 2) There was a significant relationship between meaning of life and self-esteem, self control, parenting attitude, family satisfaction, school adjustment, and career maturity. 3) Stepwise multiple regression analysis showed that self-esteem, family satisfaction, school adjustment, parenting attitude and career maturity were predictors of meaning of life and accounted for 57.1% of the variance in meaning of life. Conclusion: Self-esteem, family satisfaction, school adjustment, parenting attitude and career maturity were variables influencing meaning of life in adolescents. These results indicate a need to develop nursing interventions to increase self-esteem, family satisfaction, school adjustment, parenting attitude and career maturity in order to improve meaning of life for adolescents.

• 한국생활과학회지
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• 제14권1호
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• pp.15-25
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• 2005

The purpose of this study is to investigate the relationship between emotional competence and social adjustment among Korean children and adolescents. The subjects of this study were 380 children between fifth and sixth grade ages and 579 middle school students. Their emotional competence was assessed by 'Korean Emotional Competence Scale (Kim et al., 2004),' and also their social adjustment by 'Social Adjustment Scale (Lee, 1994).' The data were analyzed by ANOVA, the Pearson's Correlation, and Regression, using SPSS. The results of this study are as follows: (1) Children's and adolescents' emotional competence and social adjustment had a meaningful difference according to SES, gender, and grade. (2) There was a significant, positive relationship between their emotional competence and social adjustment. Their social adjustment was related more strongly to factors, such as Self-expressiveness, Assertion, and Positive thinking, and also their emotional competence more to Self-adjustment and Emotional adjustment. (4) Social adjustment of children and adolescents was predicted best by Self-expressiveness and Assertion, Positive Thinking, Awareness and Understanding of Emotion, and Consideration factors of emotional competence.

• 종양간호연구
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• 제12권4호
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• pp.280-288
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• 2012

Purpose: The aim of this study was to analyze the differences in psychosocial adjustment between younger (age${\leq}50$) and older (age>50) breast cancer survivors, and to explore the role of sociodemographic and disease-related variables in predicting psychosocial adjustment between younger and older breast cancer survivors. Methods: A total of 262 women participated in this study. A self-reported questionnaire, the Psychosocial Adjustment to Illness Scale-Self Report Korean version (PAIS-SR Korean version), was used. Data were analyzed with SAS/WIN 9.1 for descriptive statistics using the t-test, ANOVA, and stepwise multiple regression. Results: The psychosocial adjustment score of younger breast cancer survivors was significantly higher than that of older breast cancer survivors. Significant predictors influencing psychosocial adjustment in younger breast cancer survivors were marital state, menopausal cause, immune therapy, and self-help group, and these predictors account for 48% of the variance in psychosocial adjustment. Significant predictors influencing psychosocial adjustment in older breast cancer survivors were stage of cancer, monthly income, marital state, and menopausal cause. These predictors accounted for 35% of the variance in psychosocial adjustment. Conclusion: The findings indicate the importance of counseling and educational programs to improve the psychosocial adjustment according to breast cancer survivors' age.

• International Journal of Advanced Culture Technology
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• 제4권4호
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• pp.13-22
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• 2016

The purpose of this study is to identify the characteristics of school life and to examine the influencing factors of academic adjustment and social adjustment in university students. This cross-sectional descriptive study by using secondary data from 2,064 subjects who responded to a self-rated student adjustment test. Descriptive, t-test, ANOVA, Pearson correlation and multiple regression analyses were conducted. Satisfaction with college selection, expectation for college, satisfaction with college service, emotional stability, and relationships with faculty were significantly higher among male students, whereas confidence in major, support from others were significantly higher among the female students. There was a significant positive relationship between academic adjustment and confidence in major, and between social adjustment and expectation for college. Confidence in major, relationships with faculty, emotional stability, expectation for college, satisfaction with college selection, and commitment to college life accounted for 31.8% of the variance in academic adjustment. In addition expectation for college, emotional stability, support from others, gender, commitment to college life, and satisfaction with college services accounted for 44.7% of the variance in social adjustment for university students. Overall, the results of this study suggest that understanding the levels of expectation for college, commitment to college life, and levels of emotional stability may be important for facilitating their transition and adjustment to university life.

• 한국가정과교육학회지
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• 제20권4호
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• pp.1-17
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• 2008

본 연구는 중학교에 재학 중인 남녀 청소년을 대상으로, 성별에 따른 청소년 행동문제의 차이를 살펴보고, 가족체계유형과 학교생활적응 및 행동문제의 관련성에 대하여 살펴보았다. 본 연구에서는 기존의 연구를 참고로 하여 가족체계유형 분류를 위한 가족기능성, 학교생활적응, 행동문제의 척도를 구성하고, 서울시 중학생 1,444명을 대상으로 설문조사를 실시한 후 1,382부(남학생 747명, 여학생 635명)의 자료를 최종분석에 이용하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 남자 청소년보다 여자 청소년이 내재화 행동문제를 더 많이 경험하고 있는 것으로 나타났다. 둘째, 가족체계유형에 따라 남녀 청소년의 학교생활적응 수준에 차이가 나타났다. 부적응가족 집단 청소년의 학교생활적응 수준이 가장 낮았고, 적응가족 집단 청소년의 학교생활적응 수준이 가장 높았다. 셋째, 가족체계유형에 따라 남녀 청소년의 행동문제에서 차이가 나타났다. 부적응가족 집단의 청소년이 행동문제를 가장 많이 경험하였고, 적응가족 집단의 청소년은 행동문제를 가장 적게 경험하였다. 넷째, 학교생활적응에 따라 청소년의 행동문제에 차이가 나타났다. 학교생활적응 수준이 높은 집단에서 행동문제를 적게 경험하고, 학교생활적응 수준이 낮은 집단에서 행동문제를 많이 경험하고 있었다. 다섯째, 남녀 청소년 모두 모든 가족체계유형에서 학교생활적응과 외현화 및 내재화 행동문제 간에 부적 관계가 있는 것으로 나타났는데, 특히 남자 청소년의 경우에는 가족이 기능적이지 못할 때 학교생활적응과 외현화 행동문제의 부적 관련성이 높고, 여자 청소년의 경우에는 가족이 기능적이지 못할 때 학교생활적응과 내재화 행동문제의 부적 관련성이 높은 것으로 나타났다.

• 한국가정과교육학회지
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• 제31권3호
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• pp.41-55
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• 2019

본 연구는 어머니의 한국어능력을 통제한 상황에서 부모의 지지 및 감독이 다문화 청소년의 학교생활적응에 미치는 직접적인 영향과 자아탄력성의 매개효과를 살펴보았다. 본 연구대상은 다문화 가정의 중학교 1학년 자녀로, 한국청소년정책연구원의 다문화 청소년 패널자료 중 어머니가 외국인이고 아버지가 한국인인 국제결혼가정 중학교 1학년 자녀의 자료(1,325명)를 사용하여 분석하였다. 구체적으로, 연구대상 자료에 대해 IBM SPSS 25.0 및 AMOS 25.0 프로그램을 사용하여 기술통계, 상관관계, 일원분산분석, 구조방정식모델 분석이 이루어졌다. 본 연구결과를 요약하면 다음과 같다. 첫째, 부모의 지지 및 감독은 다문화 청소년의 학교생활적응에 직접적으로 정적인 영향을 미쳤으며, 특히 부모의 지지가 다문화 청소년의 학교생활적응에 미치는 영향력이 부모 감독의 영향력에 비해 큰 것으로 나타났다. 둘째, 다문화 청소년의 자아탄력성은 부모의 지지 및 감독과 학교생활적응 간의 관계를 모두 매개함으로써 부분 매개효과가 제시되었다. 마지막으로 본 연구결과 다문화 가정 중학교 1학년 자녀의 학교생활적응에 있어 부모의 양육행동 및 자아탄력성의 영향이 규명됨에 따라 다문화 청소년의 자아탄력성 수준을 높이고, 학교생활적응을 지원하기 위해 학교와 지역사회기관이 연계한 부모교육 실시의 필요성 및 가정과 교과의 역할을 제시하였다.

• 교육심리연구
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• 제28권1호
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• pp.23-39
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• 2014

본 연구는 다문화가정 학생의 학교적응에 영향을 미치는 변인을 학생 개인 변인(한국어능력, 자기효능감, 학생-교사 애착관계)과 교사변인(다문화교육 인식)으로 나누고 이 변인들 간의 관계를 살펴보기 위하여 수행되었다. 자기효능감과 학생-교사 애착관계를 매개변인으로 상정하고, 구조방정식모형을 통해 그 효과성을 검증하였다. 서울특별시에 거주하고 있는 초등학생 336명과 그들의 담임교사 264명을 대상으로 설문조사를 실시한 결과, 자기효능감과 학생-교사애착관계의 매개역할이 유의미한 것으로 나타났다. 다문화 가정 학생의 한국어능력은 자기효능감을 매개로 학교적응에 긍정적인 영향을 미쳤고, 다문화교육 인식은 학생-교사 애착관계를 매개로 학교적응에 영향을 미치는 것으로 나타났다. 또한 매개변인들 간의 관계를 살펴본 결과, 자기효능감은 학생-교사 애착관계를 매개하여 학교적응에 영향을 미친다는 것을 알 수 있었다. 이는 다문화가정 학생들의 교육에서 자신에 대한 긍정적인 인식과 함께 교사와의 정서적 유대관계의 형성이 학교생활 적응에 중요하다는 점과 학교 및 사회적응에 특별한 배려와 관심이 중요하다는 점을 보여 준다. 본 연구결과를 기반으로 시사점과 추후 연구를 위한 제안을 논의에 수록하였다.