• International Journal of Human Ecology
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• v.8 no.2
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• pp.75-83
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• 2007

Korean secondary school students (n=263) responded to surveys measuring their family contexts and school adjustment during the time period August-September 2004. Structure Equation Modeling tests were conducted to identify the nested model on school adjustment, a latent variable constructed with peer relations, teacher-adolescent relations, and academic attitude. In the nested model, parental involvement was a powerful predictor for school adjustment. Family conflict had a negative impact on school adjustment and was statistically significantly when correlated with the other predictors in the model. These finding suggested that family contexts play an important role in Korean adolescents' school adjustment. Hence, adolescents' perceived GPA level and satisfaction for school were important predictors for school adjustment.

• Journal of Families and Better Life
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• v.20 no.6
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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.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.102-112
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• 2013

The purpose of this study was to investigate the influence of parent and peer attachment on school adjustment of 5th and 6th graders. In order to achieve this research purpose, following research questions were established. First, does attachment to parents influence on school adjustment of 5th and 6th graders? Second, does attachment to peers influence on school adjustment of 5th and 6th graders? Third, what are relative influences of parent and peer attachment on school adjustment of 5th and 6th graders? Three hundred eighty nine 5th and 6th graders in Busan participated in this study and completed Inventory of Parent and Peer Attachment and School Adjustment Scale. Collected data were analyzed using Two-way ANOVA and ${\eta}^2$. The major findings of this study were that parent attachment and peer attachment would significantly influence on school adjustment of 5th and 6th graders; Relative influence of Parent attachment and peer attachment would differ depending upon sub-factors of school adjustment. These results were discussed in terms of theoretical and practical implications. Finally, the limitations of this study were commented and suggestions for future research were made.

• The Journal of Korean Society for School & Community Health Education
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• v.21 no.1
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• pp.105-115
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• 2020

Objectives: The study by analyzing the effects of social withdrawal of adolescents from multicultural families on the relationship between self-esteem and school adjustment, this study aims to find theorical and practical measures to increase school adjustment of adolescent from multicultural familes. Methods: This study utilized the 6th year data of the MAPS conducted by the National Youth Policy Institute. The data used in the analysis were self-esteem, social withdrawal, and school adjustment scale of adolescents from multicultural families. Results: First, the self-esteem of adolescents from multicultural families has a significant positive(+) effect on school adjustment. Second, the self-esteem of adolescents from multicultural families has a significant negative(-) effect on social withdrawal. Third, the social withdrawal of adolescents from multicultural families has a significant negative(-) effect on school adjustment. Fourth, significant influence to have an effect on school adjustment as mediation to be social withdrawal of self-esteem of adolescents from multicultural families. Conclusions: This study is meaningful in that it examined the school adjustment of adolescents from multicultural families in various aspects, such as individual psychological and emotional factors such as self-esteem and environmental factors such as social withdrawal.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.65-73
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• 2012

This study investigates influence of parental attachment on school adjustment using self-perceived competence as a mediating variable for perceived school age children. The subjects were 760 children who are 4, 5, and 6 grades in 4 elementary schools at Daegu. The collected data were analyzed by single and multiple regressions that used SPSS win 19.0 The results were as follows: (1) The parental Attachment perceived by school-age children was positively associated with on school adjustment. The parental attachment level of school-age children becomes higher as the perception of school adjustment increases. (2) The parental attachment perceived by school-age children was positively associated with self-perceived competence. That is, the parental attachment level of school-age children becomes higher as the self-perceived competence increase. (3) The effect of parental attachment in the school adjustment by children was reducing explanation when controlled for the self-perceived competence. The Parental attachment that influenced the school adjustment is partially mediated by self-perceived competence. The results of this research indicates that both the quality improvement of inter-relationship between children and parents for school adjustment of school-age children and training for strengthening self-perceived competence of school-age children are important.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.935-949
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• 2012

The purpose of this study was to investigate the structural relationship among the self-efficacy, self-directed learning ability, school adjustment and learning flow in middle school students by the structural equation modeling analysis. The subjects of this study consisted of 553 middle school students. The data were analyzed with descriptive statistics, Pearson correlations and structural equation modeling analysis by using the SPSS 12.0 and AMOS 5.0 statistical program. The results of this study were as followed: First, there were significant correlations among the self-efficacy, self-directed learning ability, school adjustment and learning flow. Second, the self-directed learning ability and school adjustment directly affected the learning flow. Third, self-efficacy and school adjustment variables indirectly affected learning flow. The indices of the best fit model on these variable were adequate. This study shows that the self-efficacy, self-directed learning ability, school adjustment are the significant predictor for the learning flow during adolescent.

• Journal of Fisheries and Marine Sciences Education
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• v.26 no.6
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• pp.1217-1230
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• 2014

The purpose of this study was to investigate the mediating effects of inter-organizational relation on the relation between resilience and school adjustment in elementary school students. The results of this study are as follows: First, there were positive relations among student's resilience, school adjustment, and inter-organizational relation. Second, the mediating effect of inter-organizational relation in the relation between student's resilience and school adjustment was shown by the partial mediating effect. The result of the study shows that student's resilience is the variables influencing school adjustment. Therefore, it suggests to establish inter-organizational relation, ethical climate for active communication among school members in order to improve student's school adjustment. Based on the results, findings and implications are discussed.

• Korean Journal of Childcare and Education
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• v.13 no.1
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• pp.125-141
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• 2017

Objective: This study examined the effects of grandfathers' positive parenting behavior, and fathers' positive parenting behavior on school-age boys' school adjustment. Methods: A total of 217 5th and 6th grade male elementary school students (126 5th graders and 91 6th graders) and their fathers living in Seoul and Gyeongnam province participated in the study. The data were analyzed using correlations, and structural equation modeling. Results: Grandfathers' positive parenting behavior indirectly influenced boys' school adjustment through their fathers' positive parenting behavior. It means that fathers who perceived their fathers' parenting behavior as more positive showed a higher level of positive parenting behavior, which led to a more positive school adjustment for their sons. Conclusion/Implications: These results uncovered the pathways from grandfathers' positive parenting behavior to school-age boys' school adjustment through their fathers' positive parenting behavior in an aspect of the intergenerational transmission of parenting. In addition, these findings have implications for future research of developing intervention programs for school-age boys' school adjustment and parent education programs to facilitate fathers' positive parenting behavior for school-age children's school adjustment.

• Journal of the Korean Society of School Health
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• v.29 no.3
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• pp.201-208
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• 2016

Purpose: This study was designed to examine the factors related to school adjustment of upper graders in elementary school. Methods: Data was collected through a questionnaire survey of 304 fifth and sixth grade students from October to November, 2014. The collected data was analyzed statistically through frequency, t-test, ANOVA, $Scheff{\acute{e}}$ test, Pearson's correlation coefficient and multiple regression analysis, using the SPSS/WIN 22.0 program. Results: First, subjective school record and subjective health status showed significant differences in school adjustment. Second, social support and ego-resilience were positively correlated, while bullying was negatively correlated with school adjustment. Third, significant factors related to school adjustment were social support, ego-resilience, subjective school record. These variables explained 56.4% of the students' school adjustment. Bullying was negatively correlated with school adjustment, but the correlation disappeared in the multiple regression analysis, where protective factors such as social support, ego-resilience were controlled for. Conclusion: School nurses should develop plans to enhance social support (teacher support, parents support, friends support) as well as programs to improve the ego-resilience of upper elementary students to help them adjust to school and to prevent and manage bullying. Also family, school and the community should be connected cooperatively with each other.

• The Korean Journal of Community Living Science
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• v.28 no.2
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• pp.273-287
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• 2017

This study was conducted to explore the effects of novelty seeking temperament and harm avoidance temperament on school adjustment in middle school students and to investigate the mediating effects of emotional regulation on the relationship between temperament and school adjustment. A survey was conducted on a random sample of 672 middle school students. Data were analyzed using PASW ver. 18.0 and AMOS ver. 18.0 to carry out descriptive statistics, correlation analysis, and the structural equation model. The main results of analysis could be summarized as follows. First, novelty seeking temperament and harm avoidance temperament had a negative influence upon school adjustment in middle school students. Second, emotional regulation had a positive influence upon school adjustment in middle school students. Third, temperament acted as a partial mediator for emotional regulation affecting school adjustment in middle school students. The study contributes to the literature by providing fundamental insights into school adjustment in middle school students.