• Journal of Korean Academy of Nursing
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• v.40 no.1
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• pp.127-138
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• 2010

Purpose: This study was designed to develop and test a structural model for children's adaptation in divorced families. The hypothetical model was constructed based on the Family Resilience Model by McCubbin and McCubbin. Methods: Data were collected using self-report questionnaires from 219 children (3-6th grade) in divorced families. The children attended one of 22 community agencies, 8 after-school programs, 3 elementary schools in three cities in South Korea. The collected data were analyzed using LISREL program to test the hypothetical model. Results: The modified model was constructed by deleting four paths in accordance with the statistical and theoretical criteria. Compared to the hypothetical model, the revised one had a better fit to the data. Self-esteem, and beliefs about parental divorce had direct effects, and family communication and internal control had indirect effects on children's adaptation in divorced families. These variables explained 56% of the variance in children's adaptation. Conclusion: The modified model was supported by empirical data. This model could be applied to family nursing interventions with divorced families or any other suffering family transition. When working with children experiencing parental divorce, it is important for nurses to enhance children's self-esteem, family communication and to decrease children's negative beliefs about parental divorce to help in their adaptation.

• Journal of Family Relations
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• v.22 no.4
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• pp.205-221
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• 2018

Objectives: The purpose of this study was to examine the effects of developmental assets(social support, ego-resilience) on school adjustment on Korean Chinese left-behind adolescents. This study is meaningful to find implications for preparing supportive measures for the school adjustment of them. Method: 412 students who were in 3 middle schools in Yanbian Korean Autonomous Region responded to the questionnaire. A structural equation model was analyzed using SPSS 24.0 and AMOS 24.0 programs. Results: The main results of this study are as follows: First, left-behind adolescents' social support is influenced directly on school adaptation and indirectly through ego-resilience. Second, the left-behind adolescents with higher ego-resilience showed higher school adjustment. Conclusions: This study suggests that a balanced support system for developmental assets as internal and environmental factors is necessary for Korean Chinese left-behind adolescents' school adjustment.

• Journal of Digital Convergence
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• v.14 no.2
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• pp.287-293
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• 2016

This study aims to look into the effects of ego-resilience and social support on school adjustment of dormitory high school students in the convergence age. For achieving this purpose, a survey with 358 students in an autonomous private high school situated in D area was conducted. For analysis of the collected data, regression analysis was carried out using SPSS WIN 20.0. As a result, it was found that ego-resilience positively affected school adjustment, and optimism, curiosity and emotional control, which are sub-factors of ego-resilience, positively affected it, too. Also, social support positively influenced school adjustment, and peer support and teacher support that are sub-factors of social support, positively influenced it, too. Therefore, it is considered that developing various programs and school culture for improving ego-resilience and providing social support to prevent a lot of problems caused by school maladjustment of high school students in the digital convergence era will positively influence individual students, schools, families and furthermore general sections of the society, and diverse interdisciplinary convergence studies on this will serve as the foundation for future longitudinal research.

• Journal of East-West Nursing Research
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• v.29 no.1
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• pp.39-48
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• 2023

Purpose: This study aimed to identify the influences of parental neglect, national identity, and self-resiliency of multicultural adolescents on school adaptation. Methods: Participants are multicultural adolescents in the 4th year (2014) of the multicultural adolescents panel survey. Data were analyzed by descriptive statistics, independent t-test, ANOVA, pearson's correlation coefficient, and stepwise multiple regression analysis using SPSS 22.0 program. Results: Self-resiliency was the most influential factor on school adaptation of multicultural adolescents, followed by parental neglect, and national identity, mother's Korean reading ability, multicultural adolescents' speaking ability, city size, mother's education, and mother's speaking ability. Conclusion: Multicultural families who had an experience of parental neglect should be selected and those parents need to be educated about the appropriate parenting method to improve the school adaptation of multicultural adolescents. In addition, the school adaptation improvement program should be developed and provided to strengthen the national identity and self-resiliency of multicultural adolescents.

• Journal of the Korean Society of School Health
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• v.30 no.2
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• pp.124-135
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• 2017

Purpose: This study aimed to examine the effects of group narrative therapy on aggression, depression, and resilience in adolescents with conduct disorder tendency. Methods: Group narrative therapy was conducted from March 7, 2011 to May 3, 2011. The participants were 66 adolescents with conduct disorder tendency living in D city. The participants were divided into two groups, the experimental group (n=32) and the control group (n=34). The experimental group received a 8-session group narrative therapy intervention. Using the SPSS/WIN 17.0 program, data were analyzed by Qui-square test, t-test and ANCOVA. Results: After attending the group narrative therapy, significant differences were found in terms of aggression, depression, and resilience scores between the experimental group and the control group (F=2.77, p=.006; F=2.22, p=.027; F=2.67, p=.008). Conclusion: Group narrative therapy increased resilience and decreased depression and aggression in the experimental group compared to the control group. Therefore, it can be concluded that group narrative therapy programs are an effective nursing intervention for school adaptation in adolescents with conduct disorder tendency.

• Journal of Music and Human Behavior
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• v.15 no.2
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• pp.41-67
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• 2018

The purpose of this case study was to examine how a supportive songwriting program could facilitate resilience for adolescents with school maladjustment. Participants included four middle school students with adaptive difficulties. The participants received eight 50-minute sessions of a supportive songwriting program. The program consisted of singing and discussing selected songs, followed by the participants creating their own lyrics about their current adaptation issues. The Resilience Scale for Adolescents was completed by each participant before and after the intervention, and the participants' lyrics were analyzed for how the factors of resilience were reflected in their lyrics. The results showed that all participants' scores on the resilience scale increased. It was also found that the factor on the resilience scale that increased the most for each participant was related to the issues expressed in their lyrics. The results suggest that the process of writing songs can be effective in eliciting adolescents' school related issues and accessing their positive resources, which can lead to behavioral and psychological improvements.

• Journal of Convergence for Information Technology
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• v.10 no.10
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• pp.246-252
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• 2020

In this study, we surveyed the students enrolled in the dental hygiene program to identify how academic self-efficacy and subjective happiness affect academic resilience and, therefore, to help in guidance and adaptation to college life for dental hygiene students. We conducted the self-administered survey by randomized inclusion of dental hygiene students from Daejeon and South Chungcheong Province. A total of 175 students were finally analyzed. The study result showed that subjective happiness and academic self-efficacy were the factors that affected academic resilience and explanatory power accounting for 25.6%. This study has provided a foundational basis for the development of programs to enhance students' adaptation to college life by providing guidance for dental hygiene students and suggesting factors related to adaptation to college life.

• 대한공업교육학회지
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• v.43 no.1
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• pp.20-40
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• 2018

This study examined resilience and career decision-making among specialized technical high school students with the aim of proposing preliminary data to suggest ways to improve self-efficacy in career decision-making through establishing proper resilience. The specific research questions were set as; first, to define the resilience status in relation to the students' personal characteristics among students; second, to describe the status of self-efficacy in career decision-making related to the students' personal characteristics among students; and last, to examine the influence of resilience on self-efficacy in career decision-making among specialized technical high school students. To accomplish such research objectives, the assessment survey was developed after reviewing the theoretical literature on specialized technical high school students' background, ego identity, and self-efficacy in career decision-making. The survey was comprised of 54 items including personal characteristics (3 items), resilience (27 items), and self-efficacy in career decision-making (24 items). A total of 990 students from industrial specialized high schools across the country completed the survey, and the responses from 775 students were used for the final analyses after excluding the surveys with unanswered items or untrustworthy responses. Results were as follows: The group with higher levels of school adaptation and satisfaction showed higher resilience and career decision-making than those with lower levels of school adaptation and satisfaction. Furthermore, for the influence of resilience on self-efficacy in career decision-making, the results showed that resilience had positive associations with self-efficacy in career decision-making, and all correlations and coefficients of determination showed a robust statistical significance. Therefore, to enhance self-efficacy in career decision-making, education that could help students better adapt to school, increase satisfaction with the school, and create positive resilience must precede.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.289-312
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• 2014

The purpose of this study is to develop academic resilience scale for gifted youth. We extracted the pilot questionnaire of 101 items from open-ended questions with 178 scientifically gifted students and literature review. Item analysis and exploratory factor analysis were also carried out with data of 240 gifted youth. Finally, 11 factors from which 42 items were extracted and validated through the confirmatory factor analysis involving 444 gifted youth throughout the nation. The names of the extracted factors were sense of purpose, self-understanding, educational aspirations, academic self-regulation, task commitment, attribution for success (ability), attribution for success (effort), the interpersonal relationship (friend), the interpersonal relationship (parent), the interpersonal relationship(teacher), and optimism. The results show that all of the path coefficient and construct reliability, AVE (Average Variance Extracted), and coefficient of determination were all acceptable. The result of the study indicated that Academic Resilience Scale for Gifted Youth was positively and significantly correlated with School Adaptation Scale and Resilience Scale. However it was negatively correlated with Academic Burnout Scale, and it was statistically significant. Thus, Academic Resilience Scale for Gifted Youth demonstrated satisfactory internal validity and external validity. The results of the present study suggests theoretical and practical implications of the newly developed Academic Resilience Scale for Gifted Youth.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.315-327
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• 2017

This study was carried out to examine the converging factors related to academic burnout in students from health-related majors who are involved in studying for the Test of English for International Communication (TOEIC). Research subjects included 291 randomly selected students from the J-region, who were enrolled in TOEIC classes. Data collection took place from April 3, 2017 to April 14, 2017, using anonymous self-administered questionnaires. The results of a multiple regression analysis in female students showed higher academic burnout pertaining to studying for the TOEIC when sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion were low, and job-seeking stress and test anxiety were high. The explanatory power of this model was 65%. Based on these results, to reduce academic burnout pertaining to studying for the TOEIC in health majors, it is first necessary to increase sleeping hours, self-worth, self-efficacy, school adaptation resilience, and study immersion, and to make efforts to manage self-competence, job-seeking stress, and test anxiety. The results of this study may be used to decrease the academic burnout caused by studying for the TOEIC in health major students and to increase their aptitude for studying English, to cultivate globalized capabilities. Future studies need to conduct an effect analysis on the control and mediation effect that these factors have on academic burnout.