• 한국지역사회생활과학회지
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• 제23권2호
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• pp.117-128
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• 2012

This study investigated the manner in which extraversion, openness to experience and creativity related to school adjustment and explored the mediating role of creativity in extraversion-school adjustment and openness to experience-school adjustment relationships. The participants of this study were 258 undergraduate students from around the capital city and Pusan Greater Metropolitan area. The results revealed that extraversion related positively to openness to experience, creativity and school adjustment. Openness to experience related positively to creativity and school adjustment and creativity related positively to school adjustment. Furthermore, creativity was found to mediate the effects of openness to experience on school adjustment. The influence of openness to experience on school adjustment occurred indirectly through the facilitation of creativity. The importance of extraversion, openness to experience and creativity to predict undergraduate student's school adjustment is also discussed.

• 가정과삶의질연구
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• 제28권6호
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• pp.183-194
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• 2010

This study investigates the relationship between a mother's self-differentiation and the rearing reviews focused on the mediating effect for the early adjustment of 1 to 2 years old at a nursery. First, the results based on the difference between the child-rearing attitudes of the level of self-differentiation show significance in the affectional-autonomic attitude in the top quarter of the total level of self-differentiation. Second, the level of the self-differentiation depends on the early adjustment results from the significant differences in the sub-elements; except for the emotional fusion that results in the higher the level of mother's self-differentiation that leads to higher early adjustment. Third, the impact of affectional-autonomic and affectional-controlling attitude reflected the positive influence of the entire early adjustment based on the effect of the child-rearing attitude. Finally, the results on whether the mothers' parenting attitudes influences the self-differentiation and the transition of the infant would mediate the early adjustment-relationship as shown in the mediating effect of parenting attitudes. Each type of mediation effect showed an affectional-autonomic and affectional-controlling attitude. In this study, the mother's self-differentiation and the infant nursery process shows the early adjustment associated with variables, the mother's level of self-differentiation, and the parenting attitude that effects the early adjustment that examined the mediation effect in the relations of self-differentiation and the early adjustment of child-rearing attitudes.

• International Journal of Human Ecology
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• 제14권1호
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• pp.115-130
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• 2013

This study reviews the current status of Korean first graders, their experience with early care and education (ECE) programs, and their participation in private and after-school education. The research also examines how school adjustment during the first grade is related to family income, types of ECE programs, and participation in private and after-school education. Using the first year data of the Korean Child and Youth Panel Survey (KCYPS) 2010, this study analyzes 752 first graders who attended only one of two types of ECE programs (child care centers or kindergartens), after which two 25% income extremes were examined. The analysis demonstrates that children from low-income households attended child care centers more often, while children from high-income households attended kindergartens more often. For both low-income and high-income groups, child care centers had a lower starting age and longer attendance periods than did kindergartens. High-income household children started attending ECE programs earlier, experienced more private and after-school education, and received a larger number of private and after-school educational lessons. For the second research purpose, children from low-income families showed better peer relations in school adjustment, while children attending child care centers showed better teacher relations than children attending kindergartens. Children with after-school education also exhibited better peer relations. These findings show the importance of government support for early learning, especially for low-income families and offer a foundation for developing private education polices for early childhood before and after school entry.

• 아동학회지
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• 제27권1호
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• pp.1-15
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• 2006

The purpose of this study was to examine the reliability and validity of the School Adjustment Inventory for 1st grade elementary school students(SAI-1st Grade). The subjects of this study were 624 first grade children attending 40 elementary schools and 120 first grade teachers of G City. Data were analyzed by Factor Analysis(EFA), Confirmatory Factor Analysis(CFA), Pearson's r and Cronbach's ${\alpha}$. Results of the test on content validity as evaluated by the first grade teachers was high. It was found that the School Adjustment Inventory for 1st graders of elementary school was a reliable and valid measure for evaluating the school adjustment of first grade students.

• 대한가정학회지
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• 제43권5호
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• pp.131-147
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• 2005

본 연구는 미국 내 거주하는 한국 국적을 가진 5. 6세 아동을 대상으로 그들의 초기 학교 적응에 관련된 변인을 가족, 학교, 또래, 그리고 아동의 언어발달의 측면에서 분석하는데 주목적을 두었다. 또한 연구대상의 아동을 적응 집단과 부적응 집단으로 구분하고 두 집단 어머니의 양육태도 및 방식을 심층면접을 통해 살펴보고자 하였다. 본 연구의 주요 결과를 요약하면 다음과 같다. 첫째, 언어발달, 또래관계, 학교경험이 아동의 초기 학교 적응에 유의한 정적 상관관계를 보였다. 둘째, 언어발달이 아동의 초기 학교적응에 가장 영향력 있는 변인으로 나타났다. 또한 경로분석 결과, 아동의 언어발달은 또래관계, 학교경험, 그리고 초기 학교적응의 관계에서 중요한 매개역할을 하는 것으로 나타났다. 적응집단과 부적응 두집단 어머니들과 심층면접에서도 어머니의 양육신념은 아동의 언어발달 및 초기학교적응에 중요한것으로 나타났다.

• 한국가정과교육학회지
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• 제24권3호
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• pp.89-100
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• 2012

이 연구에서는 중학교 진학 전환기 청소년의 학교환경지각 및 학교적응의 양상과 이들 간의 관계를 구체적으로 살펴보고자 하였다. 또한 전환기 청소년의 학교환경지각 및 학교적응의 양상이 중학교 진학 이전과 이후에 어떠한 차이를 보이는지 살펴보고자 하였다. 이를 위해 서울시 소재 2개 중학교의 1학년 전체 학생 781명을 대상으로 중학교 진학 초기인 3월말에 학교환경지각과 학교 적응에 대한 설문조사를 실시하였다. 한편, 중학교 진학 이전과 이후의 학교환경지각 및 학교적응의 차이를 살펴보기 위해, 이들 2개 중학교에 배정받는 인근의 1개 초등학교 6학년 전체 학생을 대상으로 사전에 6학년 말에 동일한 내용의 설문조사를 실시한 결과, 이후 조사대상 중학교에 배정받은 학생 126명이 표집되었으며, 부실 기재된 경우를 제외한 119명의 학교환경지각 및 학교적응자료를 수집하였다. 수집된 자료는 백분율, 평균, 표준편차, t검증, Pearson의 적률상관계수를 이용하여 통계 처리하였다. 주요 결과는 다음과 같다. 첫째, 중학교 진학 전환기 청소년의 학교환경지각은 비교적 양호한 수준이나 하위영역 중 학교에서의 안전도는 상대적으로 낮게 인식하였다. 둘째, 중학교 진학 전환기 청소년의 학교적응은 비교적 양호한 수준으로, 특히 학교생활과 학교친구에 대한 적응이 높게 나타났다. 셋째, 중학교 진학 전환기 청소년의 학교환경지각과 학교적응은 모든 하위영역에서 유의미한 정적 상관을 보였다. 넷째, 중학교 진학 전환기 청소년의 학교환경지각 점수는 중학교 진학 이전에 비해 진학 이후에 낮아지는 양상을 보였으며, 특히 교사 지지도에 대한 점수가 유의미하게 낮아졌다. 다섯째, 중학교 진학 전환기 청소년의 학교적응 점수는 중학교 진학 이전과 이후에 크게 차이가 없었으나, 하위영역 중 학교수업적응과 학교생활적응에서는 중학교 진학 이전보다 이후에 오히려 점수가 유의미하게 높아졌다.

• 한국지역사회생활과학회지
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• 제22권4호
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• pp.679-688
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• 2011

Using data from an ongoing study of 170 children aged 4-6 years in low-income families, this study tests how mothers' parenting behaviors and teacher-child relationship influences the adjustment to child-care centers of young children. The mothers' parenting behaviors were measured by the mothers of surveyed children, while the teacher-child relationship and children's adjustment were rated by teachers. Measurements were recorded from using the Iowa Parent Behavior Inventory(Crase et al. 1987), Student-Teacher Relationship Scale(Pianta et al. 1995) and the Adjustment to Child-care Centers Scale(Lee 2004). The collected data was analyzed by hierarchical regression using the SPSS Program. Results indicate that mothers' parenting behaviors in the low-income families controlled characteristics of children and are positively associated with one area of early school adjustment, learning readiness. In other words, mothers who are more involved and demonstrate supportive parenting, have children with better learning readiness. The teacher-child relationship is strongly related to all areas of children's adjustment. The interaction effect of parenting behaviors and the teacher-child relationship on children's learning readiness is observed. These results highlight the importance of the teacher-child closeness as well as the quality of parenting behaviors during the preschool period for the low-income family in improving early school adjustment.

• Human Ecology Research
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• 제53권5호
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• pp.503-517
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• 2015

This study examined the relationships among children's perspectives on achievement-oriented parenting style, ego-resilience, school adjustment, and academic achievement. In order to analyze the associations, the study conducted a secondary analysis of the data found in the Korean Children and Youth Panel Survey (KCYPS) 2010-2011, which was a non-randomized controlled study designed with a longitudinal follow-up. We analyzed 1,212 students who were in the fourth and fifth grade at elementary school with Structural Equation Modeling (SEM). The results were as follows. First, higher achievement-oriented parenting style was associated with higher ego-resilience that contributed to higher academic achievement and higher school adjustment. Second, higher achievement-oriented parenting style was directly related to lower academic achievement and lower school adjustment. The findings support that children's ego-resilience is an important factor to improve school adjustment and academic achievement. In addition, the achievement-oriented parenting style is not helpful for their children's school outcomes (such as academic achievement and adjustment) even though parenting style improved their children's ego-resilience. Ego-resilience that is developed by achievement-oriented parenting style is likely to enhance children's school adjustment and academic achievement. The study presents policy and practice implications, limitations and areas for further research.

• 한국지역사회생활과학회지
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• 제24권1호
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• pp.71-84
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• 2013

In this study we examine the relationship between the social participation in the early adolescents and school adjustment as well as the mediating effects of a sense of community. Findings provide ways of intervention that can increase a youth's school life. Based on samples of 2,351 first grade middle school students from the data in the 'Korea Youth Panel Survey' administered by the National Youth Policy Institute, we analysed the correlation among the variables. The results are as follows. First, the social participation of youths showed a major influence on school adjustment, and was identified as: the more the students participate in social activities, the better the students get adjusted to school. Second, the social participation has a significant effect on sense of community. In other words, the more the students participate in social activities, the more the students get a sense of community. Third, a sense of community mediated the process of social participation on school adjustment. These findings indicate that in order to increase a youth's school adjustment, a promotion of social participation and an effort to increase a sense of community are required. The implications of these findings suggest that by intervening social welfare and policy, can improve the integrity of a youth's school life.

• 한국보육지원학회지
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• 제12권6호
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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.