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http://dx.doi.org/10.7466/JKHMA.2012.30.2.065

The Effect of Parental Attachment on School Adjustment Perceived by School-Age Children: Self-Perceived Competence as a Mediating Variable  

Hwang, Yun-Jung (Dept. of Child, Daegu Catholic Univ.)
Min, Ha-Yeoung (Dept. of Child, Daegu Catholic Univ.)
Publication Information
Journal of Families and Better Life / v.30, no.2, 2012 , pp. 65-73 More about this Journal
Abstract
This study investigates influence of parental attachment on school adjustment using self-perceived competence as a mediating variable for perceived school age children. The subjects were 760 children who are 4, 5, and 6 grades in 4 elementary schools at Daegu. The collected data were analyzed by single and multiple regressions that used SPSS win 19.0 The results were as follows: (1) The parental Attachment perceived by school-age children was positively associated with on school adjustment. The parental attachment level of school-age children becomes higher as the perception of school adjustment increases. (2) The parental attachment perceived by school-age children was positively associated with self-perceived competence. That is, the parental attachment level of school-age children becomes higher as the self-perceived competence increase. (3) The effect of parental attachment in the school adjustment by children was reducing explanation when controlled for the self-perceived competence. The Parental attachment that influenced the school adjustment is partially mediated by self-perceived competence. The results of this research indicates that both the quality improvement of inter-relationship between children and parents for school adjustment of school-age children and training for strengthening self-perceived competence of school-age children are important.
Keywords
school adjustment; parental attachment; self-perceived competence;
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