• 대한가정학회지
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• 제46권7호
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• pp.95-108
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• 2008

The major purpose of this study was to investigate the effect of intergenerational transmission of self-differentiation on psychological adjustment of college students. Specifically, the present study endeavored to test the causal model focusing on the effect of the father's and the mother's self-differentiation on college student's psychological adjustment through the student's self-differentiation. The data were collected from 254 male and 293 female college students and their parents by using self-administered questionnaire method. The casual model was tested through structural equation model by using AMOS 7.0 program. The results showed that mother's and father's self-differentiation had direct and indirect effect on student's psychological adjustment. The results showed that both mother's and father's self-differentiation had direct effect on son's self-differentiation level, which directly influenced his psychological adjustment. The test of structural equation model also revealed that daughter's self-differentiation level was positively influenced only by mother's self-differentiation, while father's self-differentiation did not influenced female student's self-differentiation. Both male and female student's psychological adjustment was directly influenced by his or her self-differentiation level.

• 노동경제논집
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• 제27권2호
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• pp.117-138
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• 2004

이 글은 일반적으로 받아들여질 수 있는 노동시장 유연성 모형이 아직 정립되어 있지 않다는 점을 감안하여 노동시장 유연성 제고 모형을 제시하고, 이를 바탕으로 미국, 일본, 독일, 한국 노동시장 유연성을 비교하기 위해 쓴 것이다. 필자는 경제정책이론을 바탕으로 노동시장 유연성 제고를 정책목표로 보고 간접적 조정, 직접적 조정, 정책적 조정으로 나누어 정책수단을 11가지, 정책방안을 40여 가지로 분류했는데 이는 노동시장 유연성 내용을 포괄적으로 포함하고 있다는 점에서 기존 연구와의 차이를 나타낸다. 필자는 이 모형을 바탕으로 미국, 일본, 독일, 한국 노동시장 유연성을 평가했는데 평가 결과를 노동시장 유연성이 높은 나라부터 쓰면 미국, 일본, 한국, 독일이다.

• 한국생활과학회지
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• 제19권6호
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• pp.981-991
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• 2010

This study investigated the structural relationships between parental attitude, social support, self-esteem, and levels of adjustment to school life of children from multicultural families. Participants were 177 elementary school children from multicultural families in 1st to 6th grade of elementary school in the Daegu-Gyeongbuk area of South Korea. The major findings were as follows. 1) Parenting attitude, social support, and self-esteem had direct effects on levels of children's adjustment to school life. 2) Parental attitudes and social support had direct effects on children's levels of self-esteem. 3) Parental attitudes and social support also had indirect effects on levels of adjustment to school life of these children. This study suggested that various concern and supports from multi level of society are required to improve adjustment to school life in children from multicultural families.

• 한국지역사회생활과학회지
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• 제18권4호
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• pp.671-679
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• 2007

This study investigated the relationship between maternal facilitative communication perceived by children and the social adjustment which was measured as pro-social behaviors and aggressive behaviors in children. Special attention was given to the mediating effect of the child's self-regulation on the relationship. The subjects, selected by convenience sampling method, were 193 fourth and fifth grade elementary school students. Data was analyzed through Pearson's correlation, reliability analysis, and multiple regression using the SPSS 12.0. The findings of the study were as follows. First, the mother's facilitative communication perceived by the child was positively associated with the pro-social behavior, while, it was negatively correlated with the aggressive behavior of the child. Second, the mother's facilitative communication had direct effect on the prosocial behavior and the aggressive behavior of the child. Third, the direct impact of facilitative communication on social adjustment was mediated by the self-regulation variable. Based on these findings, this study proposes strategies for the improvement of children's adjustment during late childhood.

• 대한가정학회지
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• 제49권7호
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• pp.13-24
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• 2011

The purpose of this study was to investigate the effects of family-of-origin differentiation, anxiety, and sense of well-being on marital adjustment among married men and women. The Participants of this study were 244 married men and 324 married women, who had preschooler children. The results were as follows: First, family-of-origin differentiation in both men and women had a direct effect on anxiety and sense of well-being. Second, family-of-origin differentiation for both men and women were indirectly influenced by marital adjustment through anxiety and sense of well-being. Third, anxiety of women influenced dyadic consensus at greater degree than men's. Fourth, anxiety and sense of well-being in both men and women had a direct effect on dyadic consensus, dyadic satisfaction, dyadic cohesion and dyadic affection expression. Finally, in women's cases, it was indicated that emotional cut-off from mother directly influences marital adjustment.

• 가정과삶의질연구
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• 제33권1호
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• pp.61-74
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• 2015

This study aimed to identify the mediating effects of the child's career maturity on the relationship between mother's child-rearing attitudes and children's school adjustment. In order to achieve our goals, the present study 1) analysed the differences in the mother's child-rearing attitude perceived by child, child's career maturity, and school adjustment according to child's sex, and 2) examined the direct and indirect effects of mother's child-rearing attitude and child's career maturity on school adjustment. A total of 430 $6^{th}$ grade elementary school students living in Gwangju participated in this study. The summary of this study is as follows. First, there were some differences in achievement child-rearing attitude according to child's sex. Boys perceived their mother's child-rearing attitude as more achievement-oriented than girls. Second, child's career maturity mediated the relations between mother's child-rearing attitude perceived by child and their school adjustment. Specifically, the partial mediating effects of career maturity were found in all of the relations between sub-factors of child-rearing attitude(affection, autonomy, achievement, and rationality), and child's career maturity fully mediated the relation between autonomy and peer relationship. The results of this study mean that mother's child-rearing attitudes have both direct and indirect impacts on child's school adjustment and child's career maturity are all very important factors on their school adjustment. The present study suggests that it is necessary to provide diverse career programs to improve child's career maturity.

• 한국가족복지학
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• 제23권4호
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• pp.633-652
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• 2018

This study aimed to examine the direct effects of relationships with parents, peers, and community child center teachers on the school adjustment of low-income adolescents attending community child centers and the indirect effects mediated through adolescents' resilience. The second-term panel data from the fourth-year Community Child Center Survey was used to analyze 198 adolescents (103 boys, 95 girls) who were first graders at middle schools. SPSS 20.0 and AMOS 20.0 were used to analyze the data through structural equation modeling. The results of the study were as follows: Parental monitoring and peer trust had direct effects on the adolescents' school adjustment, while satisfaction with community child center teachers did not. Parental monitoring, peer trust, and satisfaction with community child center teachers had indirect effects on adolescents' school adjustment mediated through resilience. The school adjustment of low-income adolescents has received attention from both researchers and politicians. The results of this study are notable in that both the important relationships and resilience of low-income adolescents can significantly contribute to their school adjustment in their first year at middle school. Given the developmental needs of low-income adolescents, interventions for school adjustment that consider adolescents' important social contexts and psychological characteristics should be developed.

• 아동학회지
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• 제17권2호
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• pp.33-45
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• 1996

The relationship of shyness, interpersonal adjustment, and peer acceptance to loneliness in children was examined in a sample of 279 fifth and sixth graders (135 boys and 144 girls) and their teachers. Loneliness and shyness were rated by children themselves and interpersonal adjustment and peer acceptance by their teachers. Shyness and interpersonal adjustment were found to be predictive of peer acceptance, in which interpersonal adjustment had a greater effect than shyness. Shyness and peer acceptance were found to be predictive of loneliness, in which shyness had a greater effect than peer acceptance. Shyness appeared to have a direct impact on loneliness, whereas for interpersonal adjustment, the relation to loneliness was mediated by peer acceptance. The more shyness and the less interpersonal adjustment they have, the less peer acceptance they have, which results in more loneliness. More attention and research are needed for shyness as well as loneliness in the area of social development of children.

• 가정과삶의질연구
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• 제20권6호
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• pp.61-68
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• 2002

Relations of regulation, negative emotionality and problem behaviors to school adjustment were examined for 1,105 elementary school children from 558 2nd grade and 547 5th grade. Children reported their regulation and negative emotionality and teachers rated children's problem behaviors such as hyperactive and withdrawal behaviors and school adjustment including school life, grades, social competence with peers and teacher. Measures of problem behaviors were highly contributed to the prediction of children's school adjustment, especially hyperactive to school life and grades and withdrawal to social competence with peers and teacher. Behavioral regulation was associated with school adjustment including school life and social functioning with teacher and was able to modulate the influence of hyperactive. It was found that depression had both direct and indirect effects via withdrawal behavior on school adjustment.

• 비교교육연구
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• 제26권4호
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• pp.199-229
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• 2016

본 연구에서는 중국 고등학생들을 대상으로 이들이 지각한 부모양육방식과 성격강점 및 학교적응 간의 상호관련성과 이들 변인들에 대한 성차를 살펴보고, 지각한 부모양육방식과 성격강점이 학교적응에 직 간접적인 영향을 미치는지에 대해 살펴보고자 하였다. 본 연구의 최종 분석 대상은 중국 하남성 정주시에 소재한 고등학교 재학생 총 378명이었다. 본 연구 결과, 부모양육방식과 성격강점 및 학교적응은 상호 유의미한 관련을 보였으며, 부모양육방식의 하위 요인인 '권위주의적' 요인과 성격강점의 하위 요인인 '용기' 요인 및 학교적응의 하위 요인인 '교우관계' 요인만이 유의미한 성차를 보이는 것으로 나타났다. 또한 부모양육의 '권위주의적' 요인이 성격강점에 직접적으로 부정적인 영향을 주고 있으며, 성격강점을 통해 학교적응에 간접적으로 긍정적인 영향을 미치는 것으로 나타났다. 이와 아울러 부모양육의 '민주적' 요인이 성격강점에 직접적으로 긍정적인 영향을 미쳤으며, 성격강점을 통해 학교적응에 간접적으로 긍정적인 영향을 미치는 것으로 나타났다. 본 연구 결과는 향후 자녀양육에 대한 부모교육 및 학교적응 증진을 위한 프로그램 개발과 중국 청소년을 이해하고 한국과 중국 간의 교육적 차원에서의 교류를 활성화하는데 도움이 되는 기초자료로 활용될 수 있을 것으로 기대된다.