• Journal of Digital Convergence
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• v.14 no.10
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• pp.327-337
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• 2016

This study tries to investigate the influence of parents' neglect on adolescents' school adjustment, and to prove the mediating effects of self-identity and life satisfaction on the relationship between two variables. Data from 5th year(2014) Korean Children and Youth Panel Study(KCYPS) on 2035 nation-wide second year middle school students was analyzed by utilizing Regression analysis and path analysis. Results of the analysis showed first, parents' neglect had a negative effect on adolescents' self-identity, life satisfaction, and school adjustment. Second, adolescents' school adjustment improved with their self-identity and life satisfaction included as mediating effects. Third, the effect of parents' neglect on adolescents' school adjustment was partly mediated by the effects of subject's self-identity and life satisfaction. Furthermore, the need for program development to enhance adolescents' self-identity, life satisfaction and school adjustment was suggested.

• Journal of vocational education research
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• v.30 no.4
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• pp.203-220
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• 2011

This study examined the relationships between learners' perception on parents academic involvement, academic self-efficacy, school adjustment, and career maturity, and also to analyze the hypothetical structural equation model relating three independent variables to career maturity. The participants were 443 sixth grade children(218 boys and 225 girls). The findings are as follows. career maturity positively showed the highest correlations with learners' perception on parent academic involvement, and academic self-efficacy. The findings revealed that learners' perception on parent academic involvement indirectly influenced career maturity mediated by academic self-efficacy and school adjustment. Furthermore, school adjustment displayed the highest direct effect on career maturity, whereas learners' perception on parent academic involvement showed the highest indirect effect on career maturity. It was discussed to develop and mange career program, career education, and career counseling effectively for elementary school children.

• The Journal of the Korea Contents Association
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• v.15 no.9
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• pp.167-183
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• 2015

The purpose of this study is to examine the associations among family cohesion, self-efficacy, and school adjustment in adolescence. This study investigated these interrelationships using structural equation modeling. The results indicated that family cohesion had effects on school adjustment both directly and indirectly through self-efficacy. The mediating effect of self-efficacy was statistically significant. These results imply that family cohesion and self-efficacy need to be emphasized as a strategy to improve school adjustment among adolescents.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.117-134
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• 2019

This study aims to explore the effects of the parenting education program for high-school maladjusted students. To this purpose, a parenting education program for adolescents developed by the Ministry of Gender Equality and Family(MOGEF) was applied to ten high-school maladjusted students in an alternative(Dae-an) class in Jeju. Findings from class observations and interviews with participants are as follows. First, students with school maladjustment recognized importance and necessity of positive self-concepts and had an opportunity for self-growth through parenting education program. Second, students with school maladjustment obtained understanding about their family of origin and confidence for forming their future families. Third, advance learning about meanings and roles of being a parent provided students with opportunities to know importance of responsible sexual behavior. Fourth, practices of basic care with a replica of a new-born baby enhanced participation and concentration level of students with school maladjustment which became extremely effective in obtaining necessary knowledge for the basic care. Fifth, information provision for parent roles according to children's different developmental levels let students recognize that parent's roles change as their children grow and opened a way to grasp the need of parent education. Sixth, education and repetitive practices on reflective listening helped students enhance communication skills which entailed expanding their human relations. Seventh, passing-down of emotion and understanding on child abuse allowed students recognize risks of child abuse as well as the importance and need of skills for controlling emotion. This study sheds lights on the feasibility and effectiveness of a parenting education program for maladjusted or vulnerable students as an effective program for school drop-out prevention.

• The Korean Journal of Elementary Counseling
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• v.10 no.2
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• pp.137-150
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• 2011

This study was to examine the effects of teacher's encouraging language on elementary student's adjustment to school life. To achieve this purpose, teacher's encouraging language were drawn from Adlerian literatures and ten principles of encouragement were established as the following: recognizing the student's values and potentials, putting an emphasis on student's positive sides, helping the student realize his or her own strength, tolerating student's mistakes, using perceptual alternatives, practicing self-encouragement, accepting and supporting opponents, stimulating internal motivations, and emphasizing social usefulness. Subjects were 34 1st graders at J elementary school in CheonNam. 17 subjects were assigned to experiment group and 17 subjects were assigned to control group. Teacher's encouraging language were applied to experiment group and teacher's usual languages were provided to control group for ten weeks. The quantitative data were collected through Elementary school adjustment behavior rating scale(Oh, 2009) and were analysed via ANCOVA. The qualitative data were collected through observations and products of the subjects and were analysed via qualitative methods. The results showed that teacher's encouraging language had a positive effect on the student's adjustment to school life.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.794-807
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• 2021

The purpose of this study is to examine the effect of family poverty on the school adjustment of multi-cultural adolescents in Korea. For this purpose, the 7th data of Multi-cultural Adolescents Panel Study(MAPS) was used and the OLS multiple regression models ware applied. to the analyses. From the result of the OLS model analyses, we found out that family poverty affect significantly on the school adjustment of multi-cultural adolescents. Especially, family poverty has the significant negative(-) effects on academic achievement and friend relationships. These results of this study show that family poverty is an important factor influencing the school adjustment of multi-cultural adolescents. And they confirm that family poverty during period of the adolescent has an important meaning and influence on the aspect of school adjustment as to the multi-cultural adolescents. Implications of this study may be that policy attentions are necessary to not only multi-cultural characteristics but also family background such as poverty in oder to improve the school adjustment of the multi-cultural adolescents. In addition, results of this study suggest that more special support and interventions are requested to the multi-cultural adolescents from poverty families who are suffering dual difficulties such as multi-cultural problems and poverty problem.

• 대한공업교육학회지
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• v.41 no.2
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• pp.1-23
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• 2016

This study was conducted to analyze the effect Meister high school students' career maturity with respect to the impact on school maladjustment. Also, this study clarify the relationship. This study purpose is to permanently provide Meister as the basis for the vocational education sector career education needed to faithfully serve as a special purpose high schools. Tools used for the survey is maladaptive measurement tools developed by Leegyumi (2004) and Career maturity measurement tools developed at Korea Research Institute for Vocational Education and Training (2012). Using these tools, a reliability test was conducted. Meister students' career maturity was conducted correlation analysis and multiple regression analysis to analyze the impact of school maladjustment. Independent variables are consisted of career maturity and independence, attitude toward the job, planning, self-understanding, rational decision-making, information retrieval, knowledge of the desired job, career exploration and ready for action. Meister high school student's career maturity according to the students' background variables are little girls was higher than boys, but it was not statistically significant. T-test was conducted to ascertain the career maturity and school maladjustment differences of adaptation groups and maladaptive group in meister school students in background variables. A career maturity and school maladjustment between adaptive and maladaptive population groups showed a statistically significant difference in background variables.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.399-408
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• 2016

This research was conducted to analyze the relationship among school bullying types, collaboration empathy skills, and adaptation of school life. A survey was conducted for the research, and asked 213 adolescents in middle and high schools in capital area(middle school: 106, high school: 107). Data Analysis was used a two-step cluster analysis to classify the type of bullying, explanation of a prediction variable according to the groups were analyzed by a multiple logistic regression analysis. The results of analysis of the research are as in the following. First, experience of afflicting or suffering from school bullying had negative correlation with collaboration empathy skills, and also with school life adaptation. Secondly, assailant group and victim group of school bullying was related to the lack of collaboration skill, and also related with empathy skill. Thirdly, collaboration empathy skills was influential factor on the adaptation of school life. Based on the results, collaboration empathy skills reduce the experience of bullying, and have a positive impact on the adaptation of school life. It confirmed the need for a social skills training program and discussed the implications.

• Journal of Korean Home Economics Education Association
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• v.24 no.1
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• pp.49-59
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• 2012

This research aimed at identifying the influential factors on high school students' dress code compliance. Specifically, the relationship between the perceived strength and importance of dress codes and dress code compliance, and the relationship between dress code compliance and creativity, self esteem, and school adaptation were examined. For this purpose, reliability tests, multiple regressions, and t-tests were conducted using the data collected from 866 male and female students from six Co-Ed high schools located in Seoul. The results are as follows. First, the more students perceived the school dress codes to be stronger and more important, they were more likely to comply to the dress codes. Second, compared to the low-compliance group, the high-compliance group had higher self-esteem and creativity. Third, compared to the low-compliance group, the high-compliance group showed better adaptation to their teachers, classes, and school rules. However, the two groups were not significantly different in terms of their adaptation to peer groups.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.623-633
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• 2019

This research investigated the mediating effects of communication skills in the relationship between perceived social support and school adjustment of high school students in the multicultural families, South Korea. The high school students from one to three degree in the school, who are joined the center for multicultural families in Kyeonggi-do province, were participated in the survey for this research. Total 110 were analysed using SPSS version 23.0, and used a correlation and regression analyses, proposed by Baron and Kenny(1986), to estimate the relationships between research variables. The results were as follows: First, perceived social support, communication skills and school adjustment were significant associated each other, and had positive correlations. Secondly, communication skilsl of multicultural families' high school students in South Korea had partial mediating effects on the relationship between perceived social support and school adjustment. Based on these findings, the limitations and implications of this research were discussed.