• Journal of Korean Home Economics Education Association
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• v.32 no.1
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• pp.77-87
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• 2020

This study examined the mediating effects of aggression in the associations between marital conflict and school adjustment for adolescents. Participants were 482 middle school students of Seoul. Statistical methods of correlational analysis and regression analysis were used with SPSS WIN 25.0. The results of this study showed that marital conflict had positive influences on aggression of adolescents. School adjustment was negatively affected by aggression of adolescents. Marital conflict was found to have negative direct effects on school adjustment for adolescents. The results from regression analysis indicated that aggression mediated the relationship between marital conflict and school adjustment for adolescents.

• Journal of Convergence for Information Technology
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• v.9 no.12
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• pp.175-183
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• 2019

The purpose of this study was to identify the mediating effects of self-esteem in the relationship between marital conflict and school adjustment among adolescents. This study used data collected from 482 middle school students in Seoul. Multiple regression analysis was used to examine the mediating effects of self-esteem in the relationship between marital conflict and school adjustment. The results of this study revealed that there were sex differences in self-esteem of adolescents. For both male and female adolescents, marital conflict was found to have negative effects on self-esteem. School adjustment of adolescents was found to be positively influenced by self-esteem. Marital conflict had negative direct effects on school adjustment only for male adolescents. Results indicated that self-esteem mediated in the effects of marital conflict on school adjustment for male and female adolescents. Implications for understanding the associations among marital conflict, children's self-esteem and adjustment in school contexts were discussed.

• Korean Journal of Social Welfare
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• v.65 no.4
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• pp.7-31
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• 2013

School adjustment has been a popular topic among scholars in multicultural family studies, and they commonly report poor adjustment of children from multicultural families. However, without subjects for comparison, these findings may be considered premature. This study investigated school adjustment of children from multicultural families by comparing their adjustment level to that of children from families with Korean parents. By using the matching procedure, this study examined whether children's multicultural family background attributes to their school adjustment with children's observable characteristics paired and matched. For the analyses, the first and fourth wave of Korean Children and Youth Panel Study data were used. When the school adjustment level was examined before the matching procedure, the school adjustment level was indeed lower among children of multicultural families, and their family status was a significant predictor of school adjustment. However, when two groups were paired and matched using matching, the family background had no significant effect, indicating that school adjustment is not predicted by their multicultural family status. Implications for research and practice are also discussed in the paper.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.483-492
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• 2016

This study was conducted to identify the correlation between the school-life stress, depression and college adjustment of dormitory residents, in order to provide the basic data needed to establish a strategy to improve the adjustment of college students. The subjects were 210 students in Korea. The data were collected using a self-report questionnaire from September 13 to 19, 2014, and analyzed by frequency, t-test, ANOVA and Pearson's correlation using the SPSS Win 21 program. The school-life stress, depression and college adjustment of the students residing in the dormitory on a 5-point scale were 2.43, 1.88 and 3.81, respectively. School-life stress had a significant positive correlation with depression (r=.639, p<.001) and significant negative correlation with college adjustment (r=-.709, p<.001). Depression had a significant negative correlation with college adjustment (r=-.788, p<.001). Those students with a higher school-life stress showed higher levels of depression and lower levels of college adjustment. Those students with a higher level of depression showed a lower level of college adjustment. Therefore, it is necessary to develop and test a suitable program in order to understand the differences between psychological adjustment based on gender, and to decrease school-life stress and depression and increase college 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.

• 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 the Korean BIBLIA Society for library and Information Science
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• v.31 no.2
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• pp.5-26
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• 2020

This study applied a bibliotherapy program based on play-oriented interaction to lower-graders in elementary school and examined its effect on the ability to adapt to school life. For this purpose, reading therapy research was conducted using research subjects consisting of ordinary second graders in elementary school located in District K, Seoul. Total of twelve ninety-minute sessions of the reading therapy program were implemented in school library once or twice a week. Adaptability to school life was tested before and after the reading therapy program and the Kinetic School Drawing (KSD) test, which was conducted before and after the implementation of reading therapy program. The results of this study can be summarized as follows; First, the reading therapy program based on play-oriented interaction was proven to have a positive impact on overall adaptation of second graders in elementary school. Second, among the sub factors of the adaptability to school life among the second graders in elementary school, reading therapy program based on play-oriented interaction positively affected teacher relation, peer relation, school lesson, and compliance with the school rules.

• Korean Journal of Culture and Social Issue
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• v.21 no.4
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• pp.719-738
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• 2015

The purpose of this study is to examine distress and difficulties experienced by multi-cultural elementary students in our society and to identify replaceable resources related to their school adjustment. For this, semi-structured interview consisting of questions related to these issues was conducted to 14 multi-cultural elementary students of 3^rd to 6^th grade who were living in a metropolitan area. Qualitative data were analyzed based on Giorgi's(1985) method of phenomenological analysis, which led to three dimensions in relation to elementary school adjustment: individual, relationship, and societal dimensions. Also, for school adjustment, education was found to be needed at the level of individuals, family, and multi-cultural cognition. Lastly, as for multi-cultural elementary students to adjust well not only at the school but also in Korean society overall, they must have positive national identity and multi-cultural recognition. Finally, their school adjustment were discussed in relation to these findings.

• Journal of Convergence for Information Technology
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• v.9 no.11
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• pp.149-158
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• 2019

The purpose of this study is to investigate the effects of ego-resilience on life satisfaction and the mediating effects of school adjustment between them among first graders, and to provide basic data for improving children's life satisfaction. For this purpose, the investigator collected data from 601 first graders at 25 elementary schools in the Jeonju area and analyzed them with the SPSS 22.0 and AMOS 22.0 statistical programs. The findings were as follows: first, there were significant correlations among the three factors of children's life satisfaction, ego-resilience, and school adjustment; and secondly, both of their ego-resilience and school adjustment had impacts on their life satisfaction, and their ego-resilience had influences on their life satisfaction via school adjustment. These findings indicate that there is a need for supports at various levels to increase the school adjustment abilities of first graders as well as their ego-resilience in order to improve their life satisfaction.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.413-423
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• 2017

This study was examined to confirm the mediating effect of ego resilience on the relation between parental neglect and abuse and school life adjustment in adolescents. For this research, this study used the 4th-year data from the Korean Child and Youth Panel Survey(KCYPS)' 4th grader in elementary school and analyzed 2,092 1st grade of middle school students. Data was analyzed by means of descriptive statistics, Pearson coefficient correlation and hierarchical analysis. To examine the mediating effect, the study used sobel test. The findings ]were as follows. First, parental neglect and abuse negatively effected adolescents' school life adjustment. Second, adolescents' ego resilience has a partial mediating effect on the relation between parental neglect and adolescents' school life adjustment. Third, adolescents' ego resilience has a partial mediating effect on the relation between parental abuse and adolescents' school life adjustment. These results suggest that home, school, and local community need to make an effort to improve ego resilience of adolescents, who are suffering from parental neglect and abuse, for school life adjustment.