• Journal of the Korea Society of Computer and Information
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• v.27 no.4
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• pp.119-125
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• 2022

In this paper, we intend to examine the mediating effects of self-esteem and school life adaptation in the path between cultural adaptation stress and life satisfaction of multicultural adolescents, and propose ways to improve the life satisfaction level of multicultural adolescents. As analysis data for this purpose, the 4th, 5th, and 6th panel data of multicultural youth of the Korea Youth Policy Research Institute were used, and multivariate potential growth model analysis was performed using the statistical programs SPSS 23.0 and Amos 23.0 version. In addition, the individual mediating effects of self-esteem and school life adaptation were verified using phantom variables. As a result of the analysis, it was possible to confirm the longitudinal mediating effects of self-esteem and school life adaptation, which suggests that multi-dimensional efforts are needed to improve self-esteem and school life adaptation level to improve the life satisfaction level of multicultural adolescents. Therefore, based on the results of this study, practical measures to improve the life satisfaction of multicultural adolescents were presented in detail.

• Child Health Nursing Research
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• v.27 no.3
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• pp.243-255
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• 2021

Purpose: This study aimed to develop and examine the effects of a psychosocial adaptation program for North Korean adolescent defectors. Methods: This quasi-experimental study was conducted with 28 North Korean adolescent defectors who were recruited through alternative schools. The experimental and control groups consisted of 14 participants each. A program was conducted across eight sessions, each lasting about 90-120 minutes. The data were analyzed using the x² test, t-test, paired t-test, and analysis of covariance. Results: No significant differences were observed in the score changes for psychosocial adaptation (t=0.25, p=.808), post-traumatic stress symptoms (t=0.32, p=.749), cultural adaptation stress (t=0.05, p=.957), and self-efficacy (t=0.35, p=.726) in either group before and after the intervention. No intergroup differences were observed for psychosocial adaptation (t=0.12, p=.902), post-traumatic stress symptoms (t=0.07, p=.946), cultural adaptation stress (t=0.01, p=.994), and self-efficacy (t=0.58, p=.570). Conclusion: These findings suggest that psychosocial adaptation, stress, and self-efficacy cannot be improved by a short-term intervention program alone. It was also determined that the cultural characteristics of the North Korean adolescent defectors were not sufficiently considered before implementing the program. Therefore, it is essential to provide an in-depth orientation for the participants before implementing the program.

• 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 Korean Academy of Fundamentals of Nursing
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• v.23 no.3
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• pp.320-330
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• 2016

Purpose: The purpose of this study was to evaluate the effect of critical thinking and self-concept on stress adaptation in transfer nursing students. Methods: For this study, data were collected from 196 transfer nursing students from Busan and South Gyeongsang Province Data collection was done during the period from September to December, 2015. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficients and multiple regression. Results: The results showed that for critical thinking gender (t=2.48, p=.014), age (F=2.90, p=.044) and club activities (t=2.05, p=.041) were significant. Stress adaptation was significant according to academic year (F=3.81, p=.025). Critical thinking, self-concept and stress adaptation had positive correlations. Conclusion: Findings indicate that college adjustment for transfer nursing students could be enhanced through the development of programs to promote critical thinking and self-concept in the nursing curriculum.

• Journal of Digital Convergence
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• v.12 no.5
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• pp.335-343
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• 2014

To find out self elasticity of student of dental hygienic, how self elasticity influences life adaptation of college and study satisfaction. To structure analysis the effects that is given from self-elasticity of student of dental hygienic influences life adaptation of college and study satisfaction, from 2013/10/1 to 2013/10/31 due to convenience sampling, 369 students in grade 1,2,3 in Daegu Gyeongbuk were conducted a survey. The sub factors of self elasticity and study satisfaction and correlation of university life adjustment have the highest relevance to optimistic attitude and life adaptation of college. The higher self elasticity, the higher study satisfaction and the higher self elasticity and study satisfaction, the higher life adaptation of college. self elasticity increase the study satisfaction of students, improve adaptation(p<0.001). Therefore to promote the life adaptation of college, the effort and attention to reinforce the abilities of regulation of self elasticity that are an improvement of personal relation, goal setting, anger control and motivation. On this wise, development and management of suitable continuous and gradational educational programs are needed.

• Journal of Families and Better Life
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• v.32 no.4
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• pp.23-39
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• 2014

The purpose of this study is to examine if there is any difference due to the general characteristics of middle school students who are beneficiaries of educational welfare services and a special quality of use about educational welfare services. Additionally, the examination has been performed to understand the relationship that exists between the satisfaction about educational welfare services, and adaptation to school life and self-respect of middle school students who are beneficiaries of educational welfare services. The results of the study showed meaningful higher scores by male students than female students only in the environmental adaptation area among lower areas in school life adaptation due to sex. Due to school year, third-year students showed meaningful high scores in school life adaptation. The satisfaction about programs in each area of educational welfare services of middle school students who are beneficiaries of educational welfare services showed a meaningful static relationship with school life adaptation. The inspection of the relationship between satisfaction about educational welfare services and 5 lower areas of school life adaptation showed statistically meaningful results in the order of adaptation to the teacher, adaptation to the environment and adaptation to the class, which are lower areas. The examination on the relationship between self-respect and adaptation to school life showed that self-respect has a static relationship with all lower areas of school life and overall school life adaptation. However, no meaningful relationship was shown between the satisfaction about educational welfare services and self-respect. Also, it was found that the factors of grade, self-respect, the number of service utilization have an effect on school life adaptation. This study has some limitations. But in this study, which is different from other studies which dealt with students who had used partial areas of educational welfare services, students who were using all 4 areas of educational welfare services were selected as subjects. In addition, this study is significant in that basic data has been offered for establishment of a policy on educational welfare services in middle schools in the future.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.367-374
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• 2020

This study identified the effects of self-efficacy and social support on university life adaptation of male nursing college students. A survey of 200 male nursing college students was conducted. There was a positive correlation between self-efficacy and social support, self-efficacy and college life adaptation, and social support and university life adaptation. Self-efficacy differed between major choice subjects and major satisfaction, social support differed significantly in military service, major choice subjects, and major satisfaction, and college life adaptation differed significantly in major choice subjects, major choice motivation, and major satisfaction. The application of social support and self-efficacy enhancement programs reflecting the characteristics of male nursing college students and continuous research with various variables are needed.

• Journal of vocational education research
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• v.37 no.6
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• pp.16-35
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• 2018

The purpose of this study is to investigate the mediating effect of 'self-esteem' between 'learning agility' and 'university life adaptation' in university students of non-metropolitan areas. The results of the empirical analysis are as follows. First, 'self-awareness' and 'growth-oriented' of learning agility was influenced on university life adaptation positively. Second, 'self-esteem' was found to have a mediating effect between learning agility and university life adaptation. The results of the above study indicated that 'self-awareness' and 'growth-oriented' of learning agility and 'self-esteem' was important factors on university life adaptation in non-metropolitan university students. Based on the above research results, the theoretical and practical implications was suggested.

• International Journal of Human Ecology
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• v.14 no.2
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• pp.1-13
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• 2013

This study examined the factors that influenced school adaptation by adolescents from non-military families and military families; subsequently, our research targeted 387 middle school children located in Chungnam province. Questionnaires were used and data analysis was conducted by t-tests and multiple regression analysis. The results were as follows: First, adolescents from non-military families perceived higher levels of attachment to fathers and self-esteem than adolescents from military families. However, the stress level for adolescents from military families was higher than adolescents from non-military families and adolescents from non-military families adapted better to school than adolescents from military families. Secondly, family dynamic, attachment to fathers, and stress influenced school adaptation by adolescents of non-military families and family dynamic and the attachment to friends influenced the adaptation to school by adolescents from military families.

• Journal of Fashion Business
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• v.15 no.4
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• pp.87-109
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• 2011

This study was to examined the relationship between goal setting, self improvement, social support of parents, friendship, school adaptation, drop out. In our research model, goal setting, self improvement, social support of parents, and friendship is exogenous variable and school adaption and drop out is endogenous variable. A total of 323 undergraduate student(254 female, 69 male) complete the questionnaires. Structural equation modelling showed that, as hypothesized, establishment of goals, social support of parent and friendship have effect on school adaptation, and friendship also have direct effect on drop out. School adaptation mediate path from goal setting, social support of parents, and friendship. This study provides empirical evidence for a model that show how to control the drop out of students.