• 한국생활과학회지
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• 제22권6호
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• pp.559-569
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• 2013

This study examined the effect of maternal employment, child's internet immersion, resilience and parent-child relationships on their school life adjustment. The participants in this study consisted of 306 5th and 6th grad students from two elementary schools located in Seoul and Gyeong-gi. Data analysis was conducted by t-tests, Pearson correlation analysis and multiple regression analysis. The results of this study were as follows. First, school life adjustment was higher in non-employed mother than amongst employed mother. Second, the relationship between the factors showed that a lower internet immersion, the higher resilience, the parent-child's intimacy-support and allowance-provision was associated with a higher a school life adjustment. Third, the strongest predictors of child's school life adjustment were the intimacy-support of parent-child relationships and spontaneity of resilience.

• 한국생활과학회지
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• 제19권6호
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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.

• 한국생활과학회지
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• 제17권5호
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• pp.861-872
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• 2008

The purpose of this study was to investigate the father related variables on children's self-esteem and school adjustment. Father related variables were father's child-rearing involvement, fathers parenting behavior and father-child communication style. The subjects were 236 - 5th and 6th graders of elementary schools in Daegu. The major finding were as follows: First, children's self-esteem was affected by father's child-rearing involvement, fathers parenting behavior and father-child communication style. Second, father's parenting behavior has great effect on children's self-esteem than any other variables. Third, children's school adjustment was affected by father's child-rearing involvement, fathers parenting behavior and father-child communication style. Fourth, father-child communication style has great effect on teacher adjustment than any other variables. father's parenting behavior has great effect on pee. adjustment than any other variables. father-child communication style has great effect on school education adjustment than any other variables. Father's child-rearing involvement has great effect on school rule adjustment than any other variables.

• 한국도서관정보학회지
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• 제46권4호
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• pp.511-527
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• 2015

본 연구는 기존의 ServQual 평가모델을 기초로 대학 캠퍼스에 적용가능한 CampusQual 평가모델을 개발하여 중국 칭화대학교에 재학 중인 한국 학생을 대상으로 교내 학습, 정보활용과 대학생활 등에 적응도 조사를 수행하였다. 이 평가모델에는 인구통계학적 변인, 학습과 정보활용, 교내생활적응, 시설환경, 사회교류관계, 관련된 학교제도와 규정을 포함하는 총 5개 분야 30개의 변인들에 대한 설문문항을 포함하고 있다. 만족도, 요구도, 적응도로 구분되는 평가결과는 CampusQual 평가모델에서 제시한 수식으로 계산하였다. 평가결과를 기반으로 한국 유학생이 칭화대학교에서 학업과 생활을 보다 원활하게 수행해 나가는데 필요한 새로운 캠퍼스 서비스 방안을 제시한다.

• 문화기술의 융합
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• 제9권2호
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• pp.99-104
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• 2023

본 연구는 목적은 아동의 학업 스트레스가 학교 적응에 미치는 영향을 살펴보고, 학업 스트레스와 학교 적응 간의 관계에서 자아탄력성이 매개 역할을 하는지 검증해 보고자 하였다. 한국아동패널 12차년도(2019년) 자료를 토대로 기초통계분석으로 주요대상자의 일반적 특성, 주요변인의 평균, 표준편차, 왜도 및 첨도를 확인하였고 변인 간 상관분석을 실시하였다. 또한 학업 스트레스가 학교 적응에 미치는 영향에서 자아탄력성이 매개하는지 살펴보기 위해 Baron과 Kenny의 절차를 따라 3단계 걸친 회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 아동의 학업 스트레스, 학교적응, 자아탄력성은 모두 유의미한 상관이 있는 것으로 나타났다. 학업 스트레스가 높을수록 자아탄력성과 학교적응력이 낮아졌다는 것을 의미한다. 둘째, 아동의 학업 스트레스와 학교적응 간의 관계에서 자아탄력성은 부분 매개 효과가 있는 것으로 확인 되었다. 학업 스트레스 상황에서 자아탄력성은 스트레스 상황을 객관적으로 파악하고 잘 대처하게 해 줌으로써 학교생활에 유연하게 적응해 나가게 하는 중요한 매개변인으로 작용한다는 것을 의미한다. 이에 우리는 아동이 학업 스트레스를 줄이고 학교생활에 잘 적응할 수 있도록 융통성 있는 탄력적인 개인의 특성이 필요함을 인식하고 적극적인 관심과 개입방안 마련을 모색할 필요가 있겠다.

• 한국콘텐츠학회논문지
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• 제16권9호
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• pp.433-442
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• 2016

본 연구는 청소년의 스마트폰 중독을 심화시키는 요인을 살펴보기 위하여 한국아동청소년패널 2014년 자료를 가지고 구조모형분석을 실시하였다. 자아존중감, 부모의 부정적인 양육태도, 또래애착, 학교생활적응의 요인으로 스마트폰 중독 모형을 구성하고 적합도를 확인하였다. 결과로 부정적인 양육태도와 또래애착은 스마트폰 중독을 증가시키는 요인으로, 자아존중감과 학교생활적응은 스마트폰 중독을 감소시키는 요인으로 분석되었다. 이에 대해서 청소년의 스마트폰 중독을 감소시키기 위한 다양한 임상적, 정책적 제언을 제시하였다.

• 가정과삶의질연구
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• 제27권2호
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• pp.99-109
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• 2009

The purpose of this study was to investigate the effect of the stress and the school adjustment on the ego-resiliency of juvenile. The sample size of this study is 283, which makes it possible to do statistical inferences. As statistical methods, multiple regression analysis and hierarchical regression analysis with SPSS 10.0 is used. The results were as follows: First, friends part, among the four sub-factors of stress, affect negatively ego-resiliency. Second, interest about school life, among the three sub-factors of school adjustment, affect positively ego-resiliency. Third, observation of school norm, among the three sub-factors of school adjustment, affect negatively ego-resiliency. Based of these results, this study suggested that how to elevate ego-resiliency of juvenile delinquencies.

• 아동학회지
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• 제28권5호
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• pp.37-54
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• 2007

Variables studied in relation to children's school adjustment were child's sex, grade, and ego-resilience maternal employment, parents' age, parents' academic background, mother's emotional expressiveness, and monthly household income and perception of social support. Subjects were 548 4th, 5th and 6th grade students and their mothers. Results showed that children's school adjustment varied by child's grade in school and ego-resilience, parents' age, father's academic background, mother's emotional expressiveness and monthly household income. Children with higher ego-resilience, whose mothers showed more positive emotional expressiveness and who perceived more social support from peers, family, and teachers showed higher adjustment to school life. Among these, support of peers was the most significant variable.

• 아동학회지
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• 제31권4호
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• pp.125-137
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• 2010

This study examined the pathways from maternal parenting behavior to children's school adjustment through children's emotional intelligence. The participants in this study were 436 elementary school 4th-6th graders (of which 233 were boys, and 203 were girls) in Seoul. They completed questionnaires on maternal parenting behavior, children's emotional intelligence, and levels of school adjustment. Data were analyzed by means of Pearson's correlation coefficients and structural equation modeling. It was found that maternal parenting behavior indirectly, but not directly, influenced children's levels of school adjustment through children's emotional intelligence. Children's emotional intelligence mediated the effects of maternal warmth/acceptance and rejection/restriction on levels of children's school adjustment. These results clearly indicate that emotional intelligence plays a crucial role in improving the levels of children's school adjustment.

• 아동학회지
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• 제36권4호
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• pp.193-208
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• 2015

The aims of this study were to investigate the effects of self-efficacy on adolescents' school adjustments and to identify mediating effects of depression and aggression. To this end, we conducted descriptive analysis, correlation analysis, and path analysis, using data from the 2008 Korean Youth Panel Survey undertaken by the National Youth Policy Institute. Our analysis shows that self-efficacy has positive effects on adolescents' school adjustments, while both depression and aggression have negative effects on adolescents' school adjustments. Moreover, both depression and aggression have a mediating effect when it comes to self-efficacy and school adjustments. These results imply that schools should consider developing a service delivery system by providing students with professional services that enhance self-efficacy. Moreover, such services will be more effective when they are combined with a program that reduces students' depression and aggression.