• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.169-183
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• 2007

The purpose of this study is to examine the effects of self-esteem, relationships with parents and peer relationships on adolescents' school adjustment. Total of 900 middle school students residing in Guri, Geonggi-Do participated in the survey and the data collected from 874 students (557 male and 317 female students) were analyzed for this study. The followings summarize results of the study. First, the findings suggested that there is no significant difference between female and male students in school adjustment. Secondly, the study revealed that there is no difference between female and male students in self-esteem and relationship with parents. Thirdly, this study provided clear evidence that students with high self-esteem and close relationship with parents and schoolmates adapt to school life better than those with low self-esteem and distant relationship with parents and schoolmates. Fourthly, students with high self-esteem and close relationship with parents and schoolmates displayed higher adaptability to school life, and as for male students, close relationship with schoolmates was the most prominent factor which helps them adapt to school life better while female students' adaptability to school lifewas mainly affected by relationship with parents.

• Journal of the Korea Society of Computer and Information
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• v.26 no.4
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• pp.181-188
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• 2021

The purpose of the current study was to investigate the causal relationship between school life adjustment and life satisfaction among adolescents through longitudinal panel data. The current study analyzed the 1st through 7th wave data in the 4th grade panel of elementary school from the Korea Children and Youth Panel Survey (KCYPS). The research model was tested using auto-regressive cross-lagged model. The major results were as follows. First, adolescents' school life adjustment had a positive auto-regressive effect. Second, adolescents' life satisfaction had a positive auto-regressive effect. Third, adolescents' school life adjustment was a causal predictor of life satisfaction, but not vice versa. Finally, implications in terms of enhancing adolescents' school life adjustment and life satisfaction were also discussed.

• The Journal of the Korea Contents Association
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• v.20 no.8
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• pp.418-428
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• 2020

This study aims to identify the impacts of parenting attitude, self-esteem and depression on school life adaptation in multicultural family adolescents focusing on the mediating effects of self-esteem and depression. To achieve this purpose, the seventh year of the 2016 Multicultural Youth Panel Survey(MAPS) data was used and among all respondents 1,236 multicultural adolescents under 16 years old whose mothers are foreign were collected. Our study findings are as follows: First, supervision and self-esteem had a positive effect, and neglect and depression had a negative effect on school life adaptation. Second, supervision and neglect had a partial influence on school life adaptation through the mediation of self-esteem and depression. Based on these findings, some practical implications was presented to enhance the adaptability of multicultural familiy adolescents to school life adaptation.

• Korean Journal of Social Welfare Studies
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• v.40 no.3
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• pp.41-68
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• 2009

Grandparent-grandchildren family adolescents(GGFAs) need to be well discussed because they tend to be more influenced by the negative surroundings than ordinary family adolescents. Over the past few years, several studies have been made on the correlation between the risk factor, the protective factor and the school resilience of GGFAs, but these studies have the limit to explain the only correlation between the one factor and the school resilience. So the purpose of this study was to examine not only the direct effect between the risk factor and the protective factor, but also the parametric path and effect that the one factor has influence on the correlation between the another factor and the school resilience of GGFAs. We investigated the 328 GGFAs in Korea, and the analytic method used was the Structural Equation Modeling(SEM). The followings are the results of this paper. It was found that the model adaptability had a considerable validity by inspecting the SEM, which showed not only the direct effect between the risk factor, protective factor and the school resilience of GGFAs, but also the mediation effect by the protective factor. The risk factors - the indifference of teacher, the negative attachment relationship, melancholy, uneasiness etc - had a negative influence on the school resilience of GGFAs. The protective factors - the supporss etteacher, self-esteem etc - had a positive influence on the school resilience of GGFAs. The protective factors were found to reduce the negative influence on the school resilience of GGFAs.

• Journal of the Health Care and Life Science
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• v.11 no.1
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• pp.33-48
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• 2023

This study used the data from the 10th, 13th, and 16th child supplementary surveys of the Korea Welfare Panel to confirm the causal changes between social relationships, academic achievement, and school adjustment from elementary school to middle school and high school. Elementary school, which is childhood, and middle school, and high school, which is adolescence, are when relationships with parents, school teachers, and friends at home change very sensitively. is to check whether As a result of the analysis, the effect of the relationship between parents, teachers, and friends, who are important others, on academic achievement and school adjustment shows relatively different results according to each school level and gender group. The results of this study can confirm the effect of social relationships in childhood and adolescence on academic achievement and school adaptation, and furthermore, it is judged that it can be used as information to help healthy development of children and adolescents.

• Journal of the International Relations & Interdisciplinary Education
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• v.4 no.2
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• pp.1-19
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• 2024

This study examined the effects of creative musical on school adaptation and self-efficacy improvement of school maladjusted adolescents. The subjects of this study were 229 students classified as suspected school maladjustment groups through Wee class counselors and students who were judged as at-risk groups as a result of the emotional behavioral evaluation test conducted by the Office of Education. The study period consisted of 100 minutes per session once a week from May 1st to October 31st, 2023, and a total of 15 sessions were held. To verify the effectiveness, a self-efficacy scale (SES) of Kim A-young (2002)'s school adaptation scale and Sherer et al. (1982) was conducted before and after the creative musical, and the results were analyzed through the corresponding t-test. As a result of the study, the subject's school adaptation (p<.05) and the sub-factors of companionship (p<.05), school class (p<.05), and school rules (p<.05) all increased and were statistically significant after the creative musical compared to before. The subject's self-efficacy (p<.01) and the sub-factors of the study, general self-efficacy (p<.01), and social self-efficacy (p<.05) also increased and were statistically significant after the creative musical compared to before it was conducted. Therefore, this study revealed that creative musicals are effective in improving school adaptation and self-efficacy of school maladjusted adolescents.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.275-284
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• 2014

This study verifies the influence of students' stress of their adjustment to school life and the mediate effect of social support and based on the results, to develop the programs improving the school life adaptation. For the purpose, the researcher collects some data from junior high school students in Gyeongnam area. The study results were as follows. First, it appeared that the school stress has a negative effect on the school support. that is, the study notice that juveniles with high stress gain low social support Second, it appeared that the social support has a positive effect on the school adjustment, that is, the study notice that juveniles with high social support gain high social adjustment. Third, it appeared that the school stress has a negative effect on the school adjustment. that is, the study notice that juveniles with high stress gain low social support. Fourth, the result to verify the mediate effect of social support, in the long run, that depending on the social support, juveniles' stress has the full mediate effect on their adjustment to school life. That is, the study confirms that juveniles with high stress gain low social support and juveniles with stress it appeared that the school stress has a indirectly effect on the school adjustment.

• Journal of the Korean Data and Information Science Society
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• v.25 no.6
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• pp.1407-1418
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• 2014

Korean youth spend tremendous time in school for preparing for college admissions. Their academic achievement and overall satisfaction with their lives are affected by how well they adapt to life in school. Successful adaptation to school is important enough to affect a student's future social life. One of the factors that affect adaptation to school is the psychological condition of adolescent anxiety. Anxiety is one of the common mental disorders that appear in people who are not familiar with new environments. Anxiety is known to be related to behavioral problems, and problems with psychological and emotional adaptation. This condition is dramatically increased in adolescents.Parental conflict in particular is known to be a major factor in affecting youth anxiety. As parental conflict became more severe, children felt more negative emotions such as anger, sadness and worry. Moreover, when a child's issue caused the parental conflict, there were more side effects in the emotional condition of the child. This study shows how parental conflict affects a child's anxiety and a child's school life.This problem is analyzed through structural equation modeling.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.41-55
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• 2019

The present study examined the direct effects of parental support and monitoring on multicultural adolescents' school adjustment and the mediating role of ego-resilience in the relationships, under the condition of controlling foreign mothers' Korean language abilities. We used data from 1,325 1^st grade middle school students from multicultural families, who participated in the Multicultural Adolescent Panel Survey(MAPS) administered by the National Youth Policy Institute(NYPI). Structural equation modeling analysis revealed the following: parental support and monitoring directly and positively related with multicultural adolescents' school adjustment, and the direct effect of parental support on the school adjustment of multicultural adolescents was greater than that of parental monitoring. In addition, the adolescents' ego-resilience partially mediated the relationships between parental support and monitoring, and their school adjustment. Finally, we recommended the roles of parent education and home economics education in supporting school adjustment and elevating ego-resilience in multicultural adolescents.

• The Journal of the Convergence on Culture Technology
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• v.10 no.4
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• pp.241-248
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• 2024

The purpose of this study sought to examine the mediating effect of social support in the relationship between adolescents' family strength and school life adjustment. For this purpose, a survey was conducted from May 2023 to June 2023 on youth attending middle and high schools in Daegu and Gyeongbuk, and statistical analysis was performed on the data of 768 people without missing data using SPSS 21.0 program. The results of this study were as follows. First, the family strength perceived by adolescents was found to have a significant positive effect on school life adaptation. Second, the family strength perceived by adolescents was found to have a significant positive effect on social support. Third, social support was found to have a positive and significant effect on school life adaptation. Fourth, social support showed a partial mediating effect in the relationship between adolescents' perceived family strength and school life adjustment. These research results have implications in that they provide empirical evidence to help adolescents adapt well to school life based on healthy family relationships. In addition, we hope that this will serve as a practical basis for the use of parent education programs and family counseling programs that help adolescents adapt well to school life by eliciting social support through positive family functions at home.