• 한국지역사회생활과학회지
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• 제22권4호
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• pp.535-547
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• 2011

This study examined the effects of emotional intelligence and entertainer idolization on school life adjustment of middle school students. For this study, questionnaires were administered to 300 first graders attending three different middle schools. The results were analyzed using correlation and hierarchical regression analysis with SPSS/PC window program. The results were as follows. Firstly, general trends of emotional intelligence showed a slightly higher than average score. The score of entertainer idolization was relatively low and the characteristic factor score was higher than the assessment factor score. For school life adjustment, the factor having the highest influence was relationship with friends. Secondly, the most influential factor on school life adjustment was emotional regulation, followed by academic grades, emotional recognition, emotional expression, and empathy. In conclusion, the level of entertainer idolization in middle school students was moderate. The important influential factors on school life adjustment were emotional intelligence factors and academic grades. In particular, emotional regulation was found to have the greatest influence.

• 대한공업교육학회지
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• 제43권1호
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• pp.41-57
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• 2018

이 연구에서는 특성화고등학교 학생들의 정서지능이 학교적응에 미치는 영향을 살펴봄으로써, 학생들의 학교적응을 높이는 효과적인 전략에 대한 연구 및 적용하는데 도움을 주는 것에 그 목적이 있다. 이러한 목적을 달성하기 위해 학생의 일반적 특성을 포함, 정서지능 측정 도구(40문항)와 학교적응 측정 도구(20문항)로 구성된 설문지를 통해 전국 5개 권역 18개교 공업계열 특성화고등학교 학생 760명을 대상으로 설문 조사를 실시하였다. 이 연구의 결과는 다음과 같다. 첫째, 정서지능이 높은 학생이 낮은 학생에 비해 학교적응 수준이 높은 것으로 나타났으며, 학교적응의 모든 하위요인에서도 정서지능이 높은 학생이 더 높게 나타났다. 둘째, 학교적응에 대한 정서지능의 설명력은 33.6%로 나타났다. 이는 학생들의 정서지능이 높을수록 학교적응도 높은 것을 나타내므로, 정서지능이 특성화고등학생들의 학교적응을 높일 수 있는 하나의 대안이 될 수 있음을 알 수 있다. 또한 정서지능은 학교적응의 하위요인 중 교우관계에 가장 큰 설명력을 보이는 것으로 나타났다. 이는 정서지능이 높은 학생들은 낮은 학생들에 비해 교우관계가 상대적으로 좋다고 볼 수 있으며, 교우관계가 좋을수록 자기효능감, 수업몰입, 회복탄력성 등이 높기 때문에 학교적응 또한 높은 것임을 알 수 있다.

• International Journal of Advanced Culture Technology
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• 제4권4호
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• pp.13-22
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• 2016

The purpose of this study is to identify the characteristics of school life and to examine the influencing factors of academic adjustment and social adjustment in university students. This cross-sectional descriptive study by using secondary data from 2,064 subjects who responded to a self-rated student adjustment test. Descriptive, t-test, ANOVA, Pearson correlation and multiple regression analyses were conducted. Satisfaction with college selection, expectation for college, satisfaction with college service, emotional stability, and relationships with faculty were significantly higher among male students, whereas confidence in major, support from others were significantly higher among the female students. There was a significant positive relationship between academic adjustment and confidence in major, and between social adjustment and expectation for college. Confidence in major, relationships with faculty, emotional stability, expectation for college, satisfaction with college selection, and commitment to college life accounted for 31.8% of the variance in academic adjustment. In addition expectation for college, emotional stability, support from others, gender, commitment to college life, and satisfaction with college services accounted for 44.7% of the variance in social adjustment for university students. Overall, the results of this study suggest that understanding the levels of expectation for college, commitment to college life, and levels of emotional stability may be important for facilitating their transition and adjustment to university life.

• 아동학회지
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• 제27권2호
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• pp.101-126
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• 2006

In this comparison of the relative effects of children's separation from their parents, socio-emotional adjustment was assessed by emotional and behavioral problems and emotional intelligence. Subjects were 502 elementary school children separated from their parents(162 in Yanbian and 340 in Korea) and their caregivers. Data analysis was by frequency, t-test, and multiple regression controlled by gender and grade in school. Caregivers living with children and their parenting efficacy were significant variables for the development of socio-emotional adjustment in Korean-Chinese children in Yanbian, but reasons for parent-child separation, caregivers' psychological and behavioral characteristics, and SES were significant variables for children in Korea. Implications are that regional differences should be considered in understanding and supporting the development of children's socio-emotional adjustment.

• 한국지역사회생활과학회지
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• 제28권2호
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• pp.273-287
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• 2017

This study was conducted to explore the effects of novelty seeking temperament and harm avoidance temperament on school adjustment in middle school students and to investigate the mediating effects of emotional regulation on the relationship between temperament and school adjustment. A survey was conducted on a random sample of 672 middle school students. Data were analyzed using PASW ver. 18.0 and AMOS ver. 18.0 to carry out descriptive statistics, correlation analysis, and the structural equation model. The main results of analysis could be summarized as follows. First, novelty seeking temperament and harm avoidance temperament had a negative influence upon school adjustment in middle school students. Second, emotional regulation had a positive influence upon school adjustment in middle school students. Third, temperament acted as a partial mediator for emotional regulation affecting school adjustment in middle school students. The study contributes to the literature by providing fundamental insights into school adjustment in middle school students.

• Child Health Nursing Research
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• 제24권3호
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• pp.287-297
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• 2018

Purpose: This study aimed to identify variables influencing the psychosocial adjustment of North Korean adolescent refugees in order to establish a structural equation model and design an intervention strategy to improve psychosocial adjustment. Methods: The subjects included 290 North Korean adolescent refugees aged 16~24 years who were enrolled in alternative schools or regional adaptation centers. They were surveyed using a structured questionnaire. Results: The goodness of fit measures of the model were as follows: $x^2=131.20$ (p<.001), GFI=.93, CFI=.91, TLI=.86, RMSEA=.08, and SRMR=.07. The results estimated from the structural equation model indicated a good fit of data to the hypothesized model, which proposed that stress and emotional intelligence are associated with psychosocial adjustment. The major variables influencing psychosocial adjustment were stress, emotional intelligence, which was a significant direct effect, whereas attitude of parenting showed an indirect effect on psychosocial adjustment through emotional intelligence. These variables account for 50.0% of psychosocial adjustment. Conclusion: It is necessary to develop a program and intervention plan that can enhance emotional intelligence and thereby relieve the stress of North Korean adolescent refugees. The program should also include parenting education so that parents have positive attitude of parenting.

• 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.

• 한국콘텐츠학회논문지
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• 제15권10호
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• pp.280-291
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• 2015

본 연구는 간호대학생의 자아탄력성, 감성지능, 스트레스 대처방식이 대학생활 적응에 미치는 영향을 확인하고자 시도되었다. 연구대상자는 서울과 경기 지역에 소재한 3개의 4년제 간호대학 1, 2학년 학생이며, 자료수집은 자가보고식 설문지를 사용하여 2014년 10월 27일부터 11월 7일까지 시행하였다. 자료는 SPSS/WIN 21.0 프로그램을 이용하여 t-test, ANOVA, Pearson correlation, multiple regression으로 분석하였다. 간호대학생의 대학생활 적응은 자아탄력성, 감성지능, 스트레스 대처방식과 양의 상관관계를 보였다. 대학생활 적응에 영향을 미치는 요인은 감성지능(${\beta}=.431$, p<.001), 자아탄력성(${\beta}=.225$, p<.001), 전공만족도(${\beta}=-.178$, p=.002), 학교성적(${\beta}=.170$ p=.002), 대인관계(${\beta}=.167$, p=.003), 성별(${\beta}=-.167$ p=.003)로 53.9%의 설명력을 보였고, 감성지능이 가장 영향력 있는 요인으로 나타났다. 그러므로 간호대학생의 대학생활적응을 돕기 위해 감성지능과 자아탄력성를 향상시킬 수 있는 교육 커리큘럼과 함께 전공만족도를 증진시킬 수 있는 교과외 활동을 통합하는 프로그램을 개발하고 체계적으로 운영할 방안을 모색해야 할 것이다.

• 아동학회지
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• 제28권2호
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• pp.155-174
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• 2007

This study explored effects of inhibited behavior on preschool adjustment and mediating effects of social characteristics and emotional intelligence on the relationship between inhibited behavior and preschool adjustment. The Inhibition Questionnaire (Park, 1998), The Social Attribute Checklist (Min, 1997), Emotion Questionnaire (Lee, 1997) and The Preschool Adjustment Questionnaire (Kim, 1996) were administered to 602 preschoolers (322 boys, 280 girls, 4-5 years of age). Descriptive statistics and hierarchical regression analysis were performed. Gender differences in adaptation to preschool by inhibited children were affirmed by results showing that inhibited boys have more difficulties adapting to preschool than inhibited girls. Social characteristics and emotional intelligence had mediating effects on the relationship between inhibited behavior and preschool adjustment.

• 초등상담연구
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• 제11권1호
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• pp.107-122
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• 2012

본 연구에서는 감사증진 프로그램이 아동의 학교적응과 생활만족 및 정서행동문제에 미치는 효과를 알아보고자 하였다. 초등학교 5학년 69명(실험집단: 34명, 통제집단: 35명)을 대상으로 감사증진 프로그램을 적용하였으며, 프로그램 실시 전후에 학교적응, 생활만족도, 정서행동문제를 측정하였다. 사전검사를 공변인으로 공변량분석한 결과 감사증진 프로그램은 초등학생의 학교적응과 생활만족도를 향상시키는 데 효과적이었으며 정서행동문제 감소에는 의미있는 효과가 없었다. 연구를 통해 초등학생의 심리적 건강과 적응을 돕기 위하여 예방 및 발달적 차원에서 감사증진 프로그램을 활용하고 감사교육을 보편화하여 실시할 필요성을 제안하였다.