• Child Health Nursing Research
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• v.19 no.3
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• pp.238-245
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• 2013

Purpose: The purposes of this study were to assess social adjustment of childhood cancer survivors and to identify factors affecting social adjustment. Methods: Data were collected from 79 childhood cancer survivors and his/her parents. The survey consisted of questions related to characteristics, physical functioning, depression, self-esteem and coping strategies. The Social Competence Inventory was used to measure social adjustment in the children. Results: The level of social adjustment of childhood cancer survivors was 83.5 out of a possible 155. Physical functioning, depression, self-esteem, and aggressive or proactive coping strategies were associated with social adjustment. Only physical functioning independently affected social adjustment. Conclusion: The results of this study indicate that there are several factors influencing social adjustment of childhood cancer survivors, and therefore there is a need for programs that deal with all aspects of children's physical as well as emotional health in order to enhance their social adjustment.

• Journal of Gifted/Talented Education
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• v.22 no.4
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• pp.875-892
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• 2012

The purpose of this study was to investigate the relationship among peer relation disposition, relationship maintenance effort and school adjustment of gifted students and non-gifted students. And then the final purpose of the study is to give suggestions to help improving gifted students' peer relationship and their school adjustment. For the study, 175 gifted students and 179 non-gifted students in grades 4 and 6 of 5 elementary schools in urban areas were assessed on their peer relation disposition, relationship maintenance effort and school adjustment. The results are summarized as follows. First, gifted students were significantly higher than that of the non-gifted students as a whole. Second, in the correlation among peer relation disposition, relationship maintenance effort and school adjustment, peer relation disposition and relationship maintenance effort showed a significantly positive correlation with all the subvariables of school adjustment. Third, Sympathy-Acceptance disposition was the most influential factor for gifted students, and Independence-Responsibility disposition was the most influential factor for non-gifted students. Finally, the cluster analysis results based on the peer relation type of the gifted and the non-gifted suggested four meaningful clusters. And the four clusters showed significantly differences with all the subvariables of school adjustment. Implications of the study were discussed in depth related to the gifted education practices.

• The Korean Journal of Elementary Counseling
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• v.9 no.2
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• pp.163-173
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• 2010

This study was designed to develop a teacher's rating scale of elementary school student's school maladjustment. 50 behavior were drawn as elementary school student's school maladjustment behavior from the responses of elementary school teachers. To identify sub-factors of the scale, 60 teachers rated their 240 student's behavior and the collected data were analyzed by using factor analysis. 4 sub-factors were identified as the result : aggressive selfish behavior, misconduct of lesson and classroom rules, passive unsociable behavior and positive evasion of school activities. To identify the validity of the scale, the data from 120 students were analyzed through the concurrent validity between the scale and the teacher rating scale of school maladjustment for Student Problem Behavior Checklist for Elementary School students(Kim & Hwang, 2009). To examine the reliability of the scale, test-retest correlations were calculated by using the data from 120 students and internal consistency coefficients were calculated by using the data from 120 students. The results showed that Teacher's rating Scale of Elementary School Student's School Maladjustment was valid and reliable.

• The Journal of the Korea Contents Association
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• v.13 no.1
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• pp.278-286
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• 2013

The purpose of this study is to examine the effect of the soldier's resiliency on the their adjustment in military. For the research, resiliency was consisted of interpersonal relation, vitality, emotion control, curiosity and optimistic. This study analyzed 150 military soldiers by survey. The results of this study are summarized as follows: soldier's resiliency and adjustment in military was showed high level. Soldier who had high resiliency adapted to the military life better than who had low resiliency. Interpersonal relation, curiosity and optimistic among resiliency showed positive influence on soldier's adjustment in military. This study finally discussed theoretical implications for future study and practical implications on the results.

• Journal of the Korea Convergence Society
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• v.11 no.6
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• pp.297-310
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• 2020

The current study examined whether multicultural students' depression level mediated between cultural adaptation stress and school life adaptation in South Korea. A total of 1,329 students in the sixth year (2016) of the National Youth Policy Institute (NYPI) 's multicultural youth panel data were analyzed using regression analysis. The main results of the study are as follows. First, cultural adaptation stress of adolescents in multicultural families had a direct influence on school life adaptation. Second, depression partly mediated between cultural adaptation stress and school life adaptation. These findings have major implications for policies and interventions in regard to cultural adaptation stress and school life adaptation of the youth in multicultrual families.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.39-48
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• 2021

This study aimed to analyze the level of professors' understanding and perception of adaptive learning and proposed how college can implement successful adaptive learning in college classes. For research purposes, online survey was conducted by 162 professors of A university in capital region. As a result, professors seemed to feel pressure to provide students personalized feedback and gave concerned that students don't study enough in advance before participating in class. It was also found that professors realized that they have low level of understanding about adaptive learning, while they revealed intention to make use of adaptive learning in their class. They also answered that adaptive learning system is the most helpful support for encouraging professors to apply adaptive learning in real class. We proposed what is required to encourage professor to implement adaptive learning in their class.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.104-111
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• 2019

In this study, we examined the effects of University adaptation on career adaptation through self-leadership and learning commitment, and identified the regulatory effects of demographic characteristics (sex, grade, grade level, and willingness to work). To this end, we analyzed the data for 289 college students. The results of the study are as follows. First, adaptation to University life has a significant impact on learning commitment and self-leadership. However, adaptation to University life has an indirect effect on learning commitment and self-leadership rather than directly affecting career adaptation. Second, demographic characteristics have a regulatory effect on the path through which University adaptation affects career adaptation through self-leadership and learning commitment. The factors that were regulated were age, grade, and willingness to work. Therefore, in order to adapt to university life and adapt to career, we developed a program to improve self-leadership and learning commitment, and suggested that customized guidance is needed considering the differences in personal characteristics such as gender and academic background in university life and career counseling.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.615-624
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• 2023

This study is based on the relationship between college students' growth mindset and academic adaptation, by sequentially verifying the mediating effect of grit and career adaptation, it was intended to present implications for college students' academic adaptation. This study was conducted with 366 students from three four-year universities in Jeonlanamdo. The findings are as follows. First, it was found that the growth mindset of college students had a direct impact on academic adaptation. Second, grit and career adaptation showed mediating effects in the relationship between college students' growth mindset and academic adaptation, respectively. Third, the relationship between college students' growth mindset and academic adaptation showed a sequential mediating effect of grit and career adaptation. This study found that growth mindset, grit, and career adaptation affect the improvement of college students' academic adaptation. To this end, implications for educational programs and counseling intervention measures that help college students adapt to their studies were discussed of products and services possible.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.1-17
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• 2008

This study aimed at promoting interests and concerns about adolescents' behavior problems and inducing efforts for various preventive and therapeutic solutions by examining the relations of adolescents' family system types, school adjustment, and behavior problems. The subjects of this study were 1,444 middle school students who reside in Seoul and 1,382(male adolescents 747, female adolescents 635) self reported questionnaires were used for final analysis. The result of this study are as follows. First, female adolescents were experiencing more internalizing behavior problems than male adolescents. The gender difference must be considered in the prevention and solution of the behavior problems. Second, the level of adolescents' school adjustment in the maladjusted family type was the lowest, and the level of adolescents' school adjustment in the adjusted family type was the highest. Improving the level of the family functioning can effectively increase the level of the school life the most behavior problems, and those of the adjusted family type were adaptability. Third, adolescents of the maladjusted family type were experiencing the most behavior problems, and those of the adjusted family type were experiencing the least behavior problems. Fourth, if adolescents' school adjustment was in the high level, adolescents were experiencing the lower behavior problems. Therefore, developing educational and counseling programs that can constantly observe adolescents' school adjustment and improve maladjustment problems is adolescents' school adjustment and behavior problems in all family system types. Specially, the negative correlation between male adolescents' school adjustment and externalizing behavior problems and the negative correlation between female adolescents' school adjustment and internalizing behavior problems were higher in the maladjusted family type and middle-adjusted family than in the adjusted family.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.5
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• pp.226-236
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• 2017

This study was conducted to investigate the relationship between contingencies of self-worth(superiority and others' approval), college adjustment and expectancy for future success and the mediating role of cognitive flexibility in these relationships. For this study, data from 460 college students were analyzed. The results were as follows. Contingencies of self-worth(superiority) were positively associated with college adjustment and expectancy for future success, while contingencies of self-worth(others' approval) were negatively associated with college adjustment and expectancy for future success. Second, the results of structural equation modeling indicated that cognitive flexibility fully mediated the relationship of contingencies of self-worth (superiority and others' approval) with college adjustment and expectancy for future success. Third, even the contingencies of self-worth(other's approval) were negatively associated with cognitive flexibility, and if the latter was high, it influenced college adjustment and expectancy for future success. Finally, the meanings and limitations of this research and implicationsfor counseling strategies and interventions were discussed in detail.