• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.147-168
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• 2003

The researcher worked with 1001 middle and high school students so as to inquire into family-related variables affecting adolescents' school life maladjustment, relying on average, standard deviation and hierarchical regression. The following are the major findings. 1) The research shows that to look into school life maladjustment on the basis of analysis models including family environment variables and family relationship variables in addition to family background variables offers more explanatory power. 2) Of all the variables, parent relationship variables turned out to have the greatest influences on maladjustment to teacher relationship and teaming activity areas among the subordinate areas of school life maladjustment. 3) Of all the variables, family's physical variables have the greatest influence on maladjustment to regulation-keeping relationship and opposite sex relationship among the subordinate areas of school life maladjustment. 4) Of all the variables, sibling relationship variables have the greatest influence on maladjustment to friendship among the subordinate areas of school life maladjustment. 5) Parent relationship variables have the greatest influence on total school life maladjustment followed by family physical environment, structural environment, the number of family members, cultural environment and residential variables in the right order.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.157-171
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• 2005

Causal relationships between school maladjustment and related variables were examined in 371 5th grade elementary school students. School maladjustment was ascertained by revised the School Adjustment Test(Lim, 1993; Song, 1999). After analysis of differences in internal locus of control, academic stress, and academic achievement between the school maladjusted and adjusted groups, the study built a structural equation model of school maladjustment-related variables goodness of fit was tested with LISREL 8 for Windows. Significant differences were found in internal locus of control, academic stress, and academic achievement by level of school maladjustment. Internal locus of control, academic stress, and academic achievement both directly and/or indirectly influenced school maladjustment. These variables explained 64% of the variances in school maladjustment.

• Journal of the Korean Home Economics Association
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• v.41 no.8
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• pp.123-137
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• 2003

The purpose or this study was to examine the effect or maternal parenting experience, mediated by maternal depression, marital conflict, and parenting behavior, on school children's maladjustment. The theoretical model was specified and estimated. Subject of this study consisted of 637 mothers having elementary students(from 5th to 6th grade) drawn from 4 elementary schools in Cheong-ju city. Maternal parenting experience in childhood had an indirect effect on school children's maladjustment mediated by maternal depression. Maternal permissive parenting experience had more strong relationship with maternal depression rather than authoritative parenting behavior. Maternal depression, marital conflict, parenting behavior were directly effected on school children's maladjustment. Maternal depression were significantly effected on children's maladjustment indirectly mediated by marital conflict and parenting behavior Maternal depression was the most important factor predicting marital conflict, parenting behavior, and school children's Maladjustment.

• Youth Facilities and Environment
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• v.16 no.2
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• pp.79-91
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• 2018

This study empirically examined the moderated mediation effect of volunteer time in the effect of school maladjustment on juvenile delinquency through depression as negative emotions. For empirical confirmation, 7,052 individuals were collected by stratified multi-stage cluster sampling among 4th to 6th grade elementary school, 1st to 3rd grade junior high school, and 1st to 3rd grade high school students in May 2015. This data was used for analysis. The results of the analysis are as follows. First, school maladjustment directly affects juvenile delinquency and indirectly influences juvenile delinquency through depression. In other words, the higher the school maladjustment, the higher the juvenile delinquency. Also, the higher the school maladjustment, the higher the depression, and the higher the depression, the higher the juvenile delinquency. Second, the volunteer time has a significant effect on juvenile delinquency through interaction with the depression. In other words, it was proved that the moderated mediation effect of volunteer time in the effect of school maladjustment on juvenile delinquency through depression as negative emotions. Based on this, policy implications were examined.

• Journal of Family Relations
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• v.22 no.1
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• pp.63-85
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• 2017

Objectives: The purpose of this study was to conduct a meta analysis of the previous studies on parental factors related to psychological and social maladjustment of school children and to examine the moderate effects of publication year using the meta-regression analysis. Method: Subjects of studies was academic journals and thesis published on 1996-Feb. 2016. Final result of selection was 353(122 journal articles, 231 master's thesis & dissertations) and total number of sampling was 126,776 school children. Results: Parental factors had medium effect sizes on psychological and social maladjustment of school children. Parental risk factors had bigger effect size than protective factors on children's maladjustment. There were a tendency that effect size of some parental factors were increased as publish year went by. Conclusions: Attachment, positive communication, and positive marital relationship were major protective factors which had reduced maladjustment of children. Psychological control and negative marital relationship were the strongest risk factors. The impact on parental factors on maladjustment of children were getting stronger recently.

• Journal of the Korean Home Economics Association
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• v.48 no.8
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• pp.27-37
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• 2010

This study examined the effects of adolescent's alienation, depression, family environment and school maladjustment on suicidal ideation. Data were collected from 577 second graders from high school. The results were as follows: Firstly, family's abuse had a direct and an indirect effect through alienation and depression on adolescent's suicidal ideation. Home stress, family support and socioeconomic status had an indirect effect through school maladjustment, alienation and depression on suicidal ideation. Secondly, school maladjustment in dating had a direct effect on adolescent's suicidal ideation. School maladjustment in relations with teacher and peers and in learning activities had indirect effects through alienation and depression on adolescent's suicidal ideation. Thirdly, adolescent's depression had a greatest direct effect on suicidal ideation. Adolescent's alienation had a direct and an indirect effect through depression on adolescent's suicidal ideation and was the most important predictive variable of adolescent's suicidal ideation.

• Korean Journal of Childcare and Education
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• v.12 no.6
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• pp.79-102
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• 2016

The purpose of this study was to identify school adjustment groups by applying a Latent Profile Analysis(LPA) and to investigate the effects of children's emotional problems and study habits on determining the membership of these groups. LPA and multiple logistic regression were conducted using the data of 2,200 third-graders from the Korean Children and Youth Panel Study. The results are listed as follows. First, four school adjustment groups were identified: adjustment, approach to adjustment, maladjustment risk, and maladjustment group. Second, accomplishment value and mastery goal orientation were relatively strong predictors of membership of the school adjustment groups. Time management was also a significant variable that predicted the membership of maladjustment or the maladjustment-risk group. Third, attention problems and depression were the most consistent predictors of membership of maladjustment or the maladjustment-risk group. Physical symptoms and social withdrawal were also significant. Based on the results, implications for intervention to promote early school adjustment were discussed.

• Korean Journal of Child Studies
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• v.33 no.4
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• pp.19-34
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• 2012

This study investigated the differences in time use patterns and psychological states across daily activity contexts and interpersonal contexts, depending on the levels of school maladjustment among elementary school students. Using the Experience Sampling Method (ESM), 107 elementary school 6th grade students' daily time use patterns and psychological states across daily contexts were measured six times a day over a period of 4 days. Using the school maladjustment scale, an internal problem based school maladjusted group and an external problem based school maladjusted group were identified and selected. The daily time use patterns and psychological states of both school maladjusted groups were compared to those of the adjusted groups. The principle findings are as follows: first, the school maladjusted group students' daily time use patterns across daily activity contexts or interpersonal contexts did not differ from those of the students from the school adjusted group. Second, the school maladjusted group students experienced more negative emotions, lower concentration levels, and lower motivation levels across daily contexts than the school adjusted group students. These differences in motivation between the external problem school maladjusted group and adjusted group, however, were greater in the schoolwork context compared to the other daily activity contexts. The findings were discussed in the contexts of the daily experiences of child school maladjustment.

• Journal of Families and Better Life
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• v.19 no.6
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• pp.35-50
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• 2001

The purpose of this study was to examine the effects of family violence, peer\`s deviant behavior, school environment, and accessibility of violence through a mass media, mediated by school violence, on adolescents 'psychological & behavioral maladjustment. The present study was the primary research of developing program for adolescents'psychological & behavioral adaptation to school violence. On the basis of previous literature, the theoretical model was specified, estimated, and evaluated for adequacy of statistical fat. Subjects of this study consisted of 974 adolescents drawn from middle and high schools in Cheong-ju. The model was supported by the data. Family violence, peer's deviant behavior, school environment, and accessibility of violence through a mass media explained directly the variance of school violence and adolescents'psychological & behavioral maladjustment. The results shows that adolescents'psychological & behavioral maladjustment can be viewed as products of the interaction with environmental factors and school violence. Accessibility of violence through a mass media was strongly related to school violence. Also, school violence was the strongest risk factor in relation to adolescents'behavioral maladjustment while school environment to adolescents'psychological maladjustment. Therefore, prevention program for school violence should consider the psychological & behavioral components within the environmental context.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.135-146
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• 2008

This study explored moderating effects of parental rejection on the relationship between corporal punishment and psychological maladjustment of 348 5th and 6th grade elementary school children. Participants responded in school to the Physical Punishment Questionnaire(Rohner, 1997), Parental Acceptance-Rejection Questionnaire(Rohner, 1991), and the Personality Assessment Questionnaire(Rohner, 1991). Results of regression analyses showed that both parental punishment and parental rejection made significant contributions to children's psychological maladjustment. Hierarchical regression analyses showed that parental punishment made significant contributions to maladjustment only when it was influenced by perceived maternal rejection. Conclusions were that apparent relations between parental punishment and children's psychological maladjustment were moderated by children's perceptions of maternal rejection.