• Title/Summary/Keyword: School Adjustment Variable

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A Meta-Analysis on the Predictor Variables of the School Adjustment of Youth (학교적응의 예측변인에 대한 메타분석)

  • Lee, Ji Yeon;Chung, Ick Joong;Back, Jong Leem
    • Korean Journal of Child Studies
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    • v.35 no.2
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    • pp.1-23
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    • 2014
  • The purpose of this research was to investigate the most critical variables in the school adjustment of youth. In addition, this research assessed the impact of variables according to the categorization of individual, family, and school domains. To acquire the effect sizes, published studies between 1990 and 2012 were reviewed systematically and synthesized by meta-analysis. The major findings were as follows. First, this study identified a total of 34 variables which can have an influence on the school adjustment of youth and confirmed that 24 of those variables are significant. The most crucial variable that can influence school adjustment is that of a teacher's support. The next most important variables are self-resilience, relationships with friends, and self-efficiency. Focusing on the categorized elements, self-resilience is the most critical variable in the individual domain, the parent-child relation is the most crucial variable in the family domain, and a teacher's support is the most powerful variable in the school domain. Based on these results, this study suggested a number of the indispensable components in interventions to improve the youth's adjustment in school.

A Latent Variable Structure Equation Modeling Approach: Family Contexts Predicting School Adjustments Among Korean Secondary Students

  • Auh, Seong-Yeon;Kim, Eun-Joo
    • International Journal of Human Ecology
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    • v.8 no.2
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    • pp.75-83
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    • 2007
  • Korean secondary school students (n=263) responded to surveys measuring their family contexts and school adjustment during the time period August-September 2004. Structure Equation Modeling tests were conducted to identify the nested model on school adjustment, a latent variable constructed with peer relations, teacher-adolescent relations, and academic attitude. In the nested model, parental involvement was a powerful predictor for school adjustment. Family conflict had a negative impact on school adjustment and was statistically significantly when correlated with the other predictors in the model. These finding suggested that family contexts play an important role in Korean adolescents' school adjustment. Hence, adolescents' perceived GPA level and satisfaction for school were important predictors for school adjustment.

The Mediating Effect of Self-Esteem in the Relation between Parental Abuse, Neglect and School Life Adjustment in Adolescent (부모의 학대, 방임과 청소년의 학교생활적응간의 관계에서 자아존중감의 매개효과)

  • Lee, Yoon A;Choi, Jin Ah
    • Human Ecology Research
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    • v.53 no.3
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    • pp.331-339
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    • 2015
  • This study investigates the effects of parental abuse and neglect on school life adjustment mediated by self-esteem in adolescents. Participants consisted of 2,259 middle school students from the Korean Children and Youth Panel Study 2012. Secondary questionnaire data on parental abuse and neglect, self-esteem, and school life adjustment are used for this study. Data were analyzed using descriptive analysis, Cronbach's a, Pearson's correlation analysis and multiple regression analysis. Baron and Kenny's method determined the mediation effect. SPSS ver 18.0 was adopted. The results were as follows. First, parental abuse and neglect were negatively correlated with the adolescent school life adjustment; however self-esteem was positively correlated with adolescent school life adjustment. Second, the results of the regression analysis revealed that adolescent school life adjustment was influenced both directly and indirectly; parental abuse had a direct effect on adolescents' school life adjustment and also had an indirect effect on mediated by self-esteem. Parental neglect had a direct effect on adolescent school life adjustment and had an indirect effect on adolescent school life adjustment mediated by self-esteem. The results indicated that self-esteem plays a crucial variable in the relationship of parental abuse and the school life adjustment. Also, self-esteem plays a crucial variable in the relationship between parental neglect and school life adjustment.

Relation among Father's Child-Rearing Involvement, Father-Child Communication Style, Children's Achievement Motivation and School Adjustment (아버지의 양육참여도, 의사소통 유형 및 아동의 성취동기와 학교생활적응의 관계)

  • Do, Kum-Hae
    • Journal of Korean Home Economics Education Association
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    • v.20 no.4
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    • pp.139-155
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    • 2008
  • The purpose of this study was to investigate the relation among father's child-rearing involvement, father-child communication style, children's achievement motivation and school adjustment. The subjects were 236 - 5th and 6th graders of elementary schools in Daegu. The major findings were as follows: first, children's achievement motivation was affected by father's child-rearing involvement. Second, children's achievement motivation was affected by father-child communication style. Third, children's school adjustment was affected by father's child-rearing involvement. Fourth, children's school adjustment was affected by father-child communication style. Fifth, children's school adjustment was affected by achievement motivation. Sixth, father's open communication style was the most important variable to teacher adjustment compared to other variable. Children's achievement motivation was the most important variable to peer adjustment compared to other variable. Father's leisure activity involvement was the most important variable to school education adjustment compared to other variable. Children's achievement motivation was the most important variable to school rule adjustment compared to other variable.

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The Ecological Variables on Children's School Adjustment (아동의 학교생활 적응에 영향을 미치는 생태학적 변인)

  • Lee, Kyung-Nim
    • Journal of Families and Better Life
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    • v.26 no.5
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    • pp.211-224
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    • 2008
  • The Ecological variables studied in relation to children's school adjustment were organisms(grade, sex, perceived competence, aggression and withdrawal), microsystems(parental support, marital conflict and supervision, peer victimization and perceived teacher attitude), mesosystems(family-peer relationships, family-school relationships) and the exosystem(neighborhood environment). The sample consisted of 565 fifth and sixth grade children. Instruments were the School Adjustment Scale and Index of organisms, microsystems, mesosystems, and exosystem variables. Statistics and methods used for the data analysis were Cronbach's alpha, frequency, percentage, Pearson's correlation and multiple regression. Several major results were found from the analysis. First, children's school adjustment showed positive correlations with perceived competence, parental support and supervision, perceived teacher attitude, family/peer and family/school relationships and neighborhood environment but showed negative correlations with grade, aggression, withdrawal and parental marital conflict and peer victimization. Second, the most important variable predicting child's relationship with teacher, his/her academic adjustment and satisfaction in schoolwas perceived teacher attitude. And the most important variable predicting children's peer relationships in school was perceived social competence.

The Effect of Parental Attachment on School Adjustment Perceived by School-Age Children: Self-Perceived Competence as a Mediating Variable (학령기 아동이 지각한 부모애착이 학교적응에 미치는 영향: 자기역량지각을 매개변인으로)

  • Hwang, Yun-Jung;Min, Ha-Yeoung
    • Journal of Families and Better Life
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    • v.30 no.2
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    • pp.65-73
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    • 2012
  • This study investigates influence of parental attachment on school adjustment using self-perceived competence as a mediating variable for perceived school age children. The subjects were 760 children who are 4, 5, and 6 grades in 4 elementary schools at Daegu. The collected data were analyzed by single and multiple regressions that used SPSS win 19.0 The results were as follows: (1) The parental Attachment perceived by school-age children was positively associated with on school adjustment. The parental attachment level of school-age children becomes higher as the perception of school adjustment increases. (2) The parental attachment perceived by school-age children was positively associated with self-perceived competence. That is, the parental attachment level of school-age children becomes higher as the self-perceived competence increase. (3) The effect of parental attachment in the school adjustment by children was reducing explanation when controlled for the self-perceived competence. The Parental attachment that influenced the school adjustment is partially mediated by self-perceived competence. The results of this research indicates that both the quality improvement of inter-relationship between children and parents for school adjustment of school-age children and training for strengthening self-perceived competence of school-age children are important.

The Effect of Communication with Parent-Adolescence and Self-Efficacy on School Adjustment (중학생의 부모-자녀 의사소통과 자기효능감이 학교생활적응에 미치는 영향)

  • Cho, Yun-Mi;Lee, Sook
    • The Korean Journal of Community Living Science
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    • v.19 no.4
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    • pp.641-658
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    • 2008
  • The purpose of this study was to analyze the effects of parent-child communication, and the self-efficacy of middle school students on school adjustment. The data was collected from 285 middle school students living in Kwangju. For statistical analysis, Cronbach' $\alpha$, t-test, one-way ANOVA, Scheffe's multiple Comparison Analysis, LSD and hierarchical regression analysis were used. The results were summarized as follows : concerning connections between demographic variables and parent-child communication, the education of the father made the most significant difference, followed by living standard, free time for communication with the father, and free time for communication with the mother. The level of communication with parent made a significant difference to each sub-factor of school adjustment. As a result of making a hierarchical regression analysis to find out the relative impact of the demographic variables on school adjustment, self-efficacy was identified as the most important variable and predictor of school adjustment. The independent variables exercised a different influence on the sub-factors of school adjustment. These results indicated that adolescent's self-efficacy is the most important variable to improve the school adjustment of students.

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The Effects of the Rearing Attitudes of Mothers, Family Strength, and Self-Esteem on the School Life Adjustment Perceived of Elementary School Students: The Moderating Effects of Self-Esteem on the Relationship between the Rearing Attitudes of Mothers and Their Children's School Life Adjustment (초등학생이 지각한 어머니의 양육태도, 가족건강성, 자아존중감이 학교생활적응에 미치는 영향: 지각된 어머니의 양육태도와 학교생활적응과의 관계에서 자아존중감의 중재효과)

  • Lee, Bok-Hui
    • Journal of Families and Better Life
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    • v.32 no.4
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    • pp.57-74
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    • 2014
  • The purpose of this study is to find which variable has the biggest effect on the school life adjustment of elementary school students among family strength, self-esteem, and the mother's rearing attitude. Second, the study observes how the elementary school student's self-esteem has a moderating effect regarding the rearing attitudes of their mothers and their school life adjustment. Five hundred forty-five fifth and sixth graders from an elementary school in Cheonan, are the participants of this study. The key research findings of this study are as follows: First, among the rearing attitudes of the mothers, family strength, and self-esteem, the variable that showed the greatest relationship with positive school life adjustment was family strength followed by self-esteem. Second, The self-esteem of the elementary school students showed a 1% moderating significant effect between the rearing attitudes of the mothers and school life adjustment. In the high self-esteem group of elementary school students, the moderating effect of self-esteem showed a higher level of school life adjustment when the students perceived that their mother had an affectionate rearing attitude, but showed a lower level of school life adjustment if they perceived their mother's rearing attitude as rejective or overprotective. Therefore, this study suggests that a focus on increasing self-esteem and family strength along with the affectionate rearing attitude of mothers is needed for the positive adjustment of elementary school students.

Structural Relationship among the Self-Efficacy, Self-Directed Learning Ability, School Adjustment, and Leaning Flow in Middle School Students (중학생의 자기효능감, 자기주도학습, 학교적응과 학습몰입 간의 관계 분석)

  • Kang, Seung Hee
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.6
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    • pp.935-949
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    • 2012
  • The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

A Study on Impact of Game Addiction on the School Adjustment

  • Kim, Na-Ye
    • Journal of the Korea Society of Computer and Information
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    • v.21 no.3
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    • pp.129-135
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    • 2016
  • The aim of this study is to identify whether the game addiction has an impact on their school adjustment and to verify the direct effects and moderating effects of parent-child Communication. The survey was conducted to the children who were 5th and 6th graders in Gwangju and Jeonnam. The responses from 304 subjects were analyzed. The analytic results are as the following. When verifying the impact of game addiction on their school adjustment, The game addiction was found as the key variable that has a negative impact on children's school adjustment. The results indicated that children with higher levels of game addiction more likely to have lower levels of school adjustment. The impact of parent-child Communication on their school adjustment was analyzed. The analytic results suggest that parent-child Communication has a impact on their school adjustment. In other words, higher parent-child Communication means higher school adjustment. The moderating effect of parent-child Communication was analyzed. The parent-child Communication check the moderating effect of do game addiction on their school adjustment. The Implications of these findings were discussed.