• 아동학회지
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• 제33권6호
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• pp.51-69
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• 2012

The purpose of this study was to investigate the differences in children's daily experience and school adjustment of elementary school according to children's gender and self-care and to explore the relationship between children's daily experience and school adjustment. Data were collected from the NYPI panel survey of 2010. The data were analyzed by means of Cronbach's ${\alpha}$ tests, means, standard deviations, Two-way ANOVAs, and Pearson's Correlation. The results of this study were as follows : 1. There were some significant differences by gender and self-care in daily experience. Girls spent more time in watching TV but less time in games than boys. And self-care children spent less time in learning and reading, but more time in game and TV watching. Also there was a interaction effect of learning experience by gender and self-care. 2. There were some significant differences by gender and self-care in school adjustment. Girls showed more positive school adjustment than boys. And children who are cared for by their parents showed more positive learning and school rule adjustment. 3. There were some significant relationship between children's daily experience and school adjustment.

• 한국지역사회생활과학회지
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• 제19권4호
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• pp.641-658
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• 2008

The purpose of this study was to analyze the effects of parent-child communication, and the self-efficacy of middle school students on school adjustment. The data was collected from 285 middle school students living in Kwangju. For statistical analysis, Cronbach' $\alpha$, t-test, one-way ANOVA, Scheffe's multiple Comparison Analysis, LSD and hierarchical regression analysis were used. The results were summarized as follows : concerning connections between demographic variables and parent-child communication, the education of the father made the most significant difference, followed by living standard, free time for communication with the father, and free time for communication with the mother. The level of communication with parent made a significant difference to each sub-factor of school adjustment. As a result of making a hierarchical regression analysis to find out the relative impact of the demographic variables on school adjustment, self-efficacy was identified as the most important variable and predictor of school adjustment. The independent variables exercised a different influence on the sub-factors of school adjustment. These results indicated that adolescent's self-efficacy is the most important variable to improve the school adjustment of students.

• 대한가정학회지
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• 제39권1호
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• pp.179-190
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• 2001

The purposes of this study are to explore mother's involvement in children's education and to examine its impacts on the school adjustment of poor family children. A total of 206 low-income mothers with a child attending elementary or middle school completed a structured questionnaire. Overall, the results show that the mothers tend to involve in their children's education to some degree. But the extent of maternal involvement is not uniform across the types of involvement. In order to analyze factors that affect the school adjustment which is measured as grades and attitudes toward school life, regression is perfomed. The mother-child relationship, the expectation for children's educational attainment and the involvement in school activities are found important in predicting the school adjustment of elementary school students. Also, it is found that the discipline including TV monitoring and the matemal expectation are positively associated with the school adjustment of middle school student.

• 한국보육지원학회지
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• 제14권3호
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• pp.77-95
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• 2018

Objective: The purpose of this study was to examine the mediating role of school adjustment in the relationship between adolescents' mastery goal orientation and life satisfaction, and the differences according to gender in the relationship. Methods: The participants were 1,947 students from the 3rd, 4th, and 5th waves of the Korean Child Youth Panel Study(KCYPS). The data were analyzed with structural equation modeling(SEM) and multiple group analysis. Results: First, school adjustment of 1st graders in middle school mediated the relation between mastery goal orientation of 6th graders in elementary school and life satisfaction of 2nd graders in middle school. Second, the differences in gender were confirmed. The effect of mastery goal orientation of 6th graders in elementary school on school adjustment of 1st graders in middle school is higher for boys. In contrast, the effect of school adjustment of 1st graders in middle school on life satisfaction of 2nd graders in middle school is higher for girls. Conclusion/Implications: The results of this study suggested that mastery goal orientation before entering middle school and school adjustment after entering middle school could be important variables to increase adolescents' life satisfaction. Also, it is necessary to consider gender difference for long-term intervention for improving adolescent life satisfaction.

• 한국학교ㆍ지역보건교육학회지
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• 제16권1호
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• pp.27-38
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• 2015

Objectives: The purpose of this study is to develop programs that help students adjust to school and provide basic data for the students who have difficulty adjusting to school by analyzing the influence of elementary school students' stress and their relationship with parents on school adjustment. Methods: The study surveyed fourth graders in 3 elementary schools in G district. The researcher used convenience sampling to select the 3 elementary schools. The combined 158 students were selected for the analysis, and the survey was conducted for a month in September 2011. The stress monitoring tool used in the 5th year of Korean Youth Panel Survey was mobilized to measure levels of stress among the participants. To measure the parent-child relationship, the Korean Parent-Child Relationships Scale was used. For the measurement of school adjustment, a tool designed to identify the school adjustment of elementary school students was used. The SPSS 21 software and a two-sided test under the significance level of ${\alpha}=0.05$ were used to analyze data. The regression analysis was also used to identify the relative influence of the stress and parent-child relationship on children's adjustment to school. Results: The regression analysis has found the following: the higher peer stress (B=-0.175) and parental strictness (B=-0.159) grow, the lower the level of school adjustment gets; the higher the level of intimacy between parent and child gets, the higher the level of school adjustment grows; and intimacy between parent and child (${\beta}=0.400$) has the largest influence on the child's school adjustment. Conclusions: For elementary school students to be well adjusted to school, their stress and relationships with their parents should be managed. In particular, using the programs that can reduce stress from peers and increase parent-child intimacy will be effective in helping students adjust to school.

• 한국컴퓨터정보학회논문지
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• 제21권10호
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• pp.167-174
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• 2016

This study aims to reveal the influence of praise effects of elementary school students on their self-esteem and school adjustment resilience. First, it conducted theoretical study and reviewed the preceding studies and assumed that verbal and physical praise which are sub-factors of praise effects in elementary school students affected their self-esteem and school adjustment resilience. It was also assumed that there was a mediating effects of self-esteem between praise effect and school adjustment resilience of elementary school students. As a result of study on praise effects of elementary school students, it was found that verbal praise had an influence on their self-esteem and school adjustment resilience and physical praise affected their learning attitude. Self-esteem of elementary school students had an influence on their school adjustment resilience. Verbal praise of elementary school students had the greatest influence on their learning attitude. This study proposed policy suggestions of self-esteem and school adjustment resilience as an alternative based on the results of the study.

• 대한가정학회지
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• 제42권4호
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• pp.1-10
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• 2004

This study investigated the effect of parental behavior and school adjustment on the depression of school aged children. The subjects were 386 6th graders (206 boys and 180 girls) from 6 elementary schools in Seoul and Kyoung-gi Province. Questionnaires were used to investigate the children's depression, school adjustment and parental behavior. Data were analyzed by SPSS-WIN program, including mean, standard deviation, correlational analysis, ANOVA, and regression. Results were as follows. (1) The children who perceived their parents' support and warmth as higher were less depressive than those who perceived them as lower. (2) The children who were good at school were less depressive than those who were not. (3) There were interaction effects of the children's school adjustment and parental behavior perceived by children on their depression. The regression analysis showed that the children's school adjustment was more influential on the depression of school aged children than the parental behavior perceived by children.

• 대한가정학회지
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• 제39권1호
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• pp.53-64
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• 2001

This study investigated early school adjustment of institutionalized and home-reared children. Subjects were 118 institutionalized (56 first and 62 second grade children; 66 boys and 52 girls) and 125 home-reared children (69 first and 56 second grade children; 65 boys and 60 girls) in Seoul. Data were analyzed with t-test and two-way ANOVA. Measures of school adjustment included relationships with leachers, relationships with peers, attitudes on school atmosphere, and observance of school regulation. Results showed that institutionalized children had lower scores than home-reared children in school adjustment, especially relationships with peer and observance of school regulation. For institutionalized children, there was a significant difference in attitudes on school atmosphere depending on grade. For home-reared children, there was a significant difference in school adjustment depending on sex.

• 수산해양교육연구
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• 제23권1호
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• pp.43-55
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• 2011

The purpose of the study was to investigate the causal relations among attachment, and school adjustment influencing psychological well-being in middle school students. The data contains 564 middle school students. The statistical techniques were correlation analysis and structural equation modeling. To summarize the results, the correlations among attachment, school adjustment and psychological well-being were significant. The results of the structural equation modeling show that students's attachment and school adjustment had direct positive influence on psychological well-being. These results imply that perceived attachment, school adjustment influence adolescents' psychological well-being.

• 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.