• Journal of the Korean Society of School Health
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• v.26 no.1
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• pp.1-12
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• 2013

Purpose: To examine the effects of appearance satisfaction on school adjustment among adolescents and, further, the mediating effects of self-efficacy between appearance satisfaction and school adjustment. Methods: Conducted a self-report survey of 640 students consisting of sixth, eighth, and tenth graders in the Jeju Special Self-Governing Province. The collected data were analyzed through the independent-sample t-test, the One-way ANOVA, the Pearson's correlation analysis, and the hierarchical multiple regression analysis using the SPSS WIN 18.0 statistical program. Results: First, boys and girls showed statistically significant differences. Boys reported higher levels of appearance satisfaction, school adjustment, and self-efficacy than girls. Second, there were no significant differences in appearance satisfaction and self-efficacy according to the school level. However, statistically significant differences were observed in school adjustment between sixth and eighth graders. Third, students who thought they belonged to the upper class in terms of academic performance and family economy showed the highest level of appearance satisfaction, school adjustment, and self-efficacy. Fourth, there were positive correlations between appearance satisfaction, self-efficacy, and school adjustment. Fifth, self-efficacy proved to have mediating effects between appearance satisfaction and school adjustment among adolescents. In particular, it had a full mediating effect on the relation between appearance satisfaction and adjustment to school life, one of the subfactors of school adjustment. Conclusion: The results suggest that appearance satisfaction is a factor which influences adolescents' school adjustment and that self-efficacy is an important means of mediating between appearance satisfaction and school adjustment. The study is significant in that it highlighted the importance of self-efficacy as one of the important variables to consider when planning various educational programs to help adolescents adjust to their school. In the light of the findings, in an effort to enhance adolescents' self-efficacy and help them lead a harmonious school life in Korea's so-called 'lookism' society, it is necessary to develop and implement counseling programs and character education materials that help adolescents develop a positive perception of their appearance and build self-esteem and self-confidence.

• Human Ecology Research
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• v.53 no.5
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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.

• Journal of the Korean Society of School Health
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• v.26 no.1
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• pp.34-44
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• 2013

Purpose: The purpose of this study is to identify the relationship between school adjustment and stress-coping styles among adolescents. Methods: This is a descriptive correlation survey using a convenience sample of 701 middle school students in Seoul, Gyeonggi, Incheon, Jeonbuk, and Gangwon province, Korea. The study's questionnaire included a scale of school adjustment and a scale of stress-coping style. The data analysis, using the SPSS 19.0 program, involved frequency, the mean and standard deviation, the t-test, ANOVA, the scheffe test, and the Pearson correlation coefficient. Results: Positive correlations were identified between positive stress-coping styles and the adjustment to school life of adolescents. The degree of school adjustment varied significantly according to the region, grade, attending private educational institutes after school or not, academic performance, daily study hours after school, and the hours students spend on gaming and Internet use a day. With regard to the behaviors to cope with stress, teenagers with a higher sense of life-satisfaction tended to show active coping behaviors, and female students were more likely to show positive or negative coping behaviors than mystic coping behaviors. Since adolescents' stress-coping styles showed connection with their adjustment to school, it is necessary to develop stress management programs to help middle school students adjust to school life. Conclusion: Based on the study's findings, it is important to develop programs which can help students adjust to school and learn how to cope with stress positively.

• Child Health Nursing Research
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• v.24 no.4
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• pp.454-464
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• 2018

Purpose: The purpose of this study was to develop an experience-based sex education program to improve adjustment to puberty in elementary school students in the upper grades and to verify its effectiveness. Methods: This study had a pretest-posttest nonequivalent control group design. The subjects of this study were a total of 95 sixth-graders in Y city (experimental group: 48, control group: 47). The measurement variables were sexual knowledge, body image, self-esteem, and satisfaction with life. Four sessions of the experience-based sex education program to improve adjustment to puberty, consisting of 40 minutes per session, were provided to the experimental group. Results: Children's sexual knowledge, self-esteem, and satisfaction with life in the experimental group, which participated in the experience-based sexual education program to improve adjustment to puberty, showed a significant increase compared to the control group. However, there was no statistically significant difference in body image. Conclusion: This study presents the development of an experience-based sex education program for adjustment to puberty to overcome the shortcomings of existing sex education programs that are limited to sexual knowledge and attitudes, and also verified that the sexual knowledge, self-esteem, and life satisfaction of the elementary school students who were provided with the program improved meaningfully.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.483-492
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• 2016

This study was conducted to identify the correlation between the school-life stress, depression and college adjustment of dormitory residents, in order to provide the basic data needed to establish a strategy to improve the adjustment of college students. The subjects were 210 students in Korea. The data were collected using a self-report questionnaire from September 13 to 19, 2014, and analyzed by frequency, t-test, ANOVA and Pearson's correlation using the SPSS Win 21 program. The school-life stress, depression and college adjustment of the students residing in the dormitory on a 5-point scale were 2.43, 1.88 and 3.81, respectively. School-life stress had a significant positive correlation with depression (r=.639, p<.001) and significant negative correlation with college adjustment (r=-.709, p<.001). Depression had a significant negative correlation with college adjustment (r=-.788, p<.001). Those students with a higher school-life stress showed higher levels of depression and lower levels of college adjustment. Those students with a higher level of depression showed a lower level of college adjustment. Therefore, it is necessary to develop and test a suitable program in order to understand the differences between psychological adjustment based on gender, and to decrease school-life stress and depression and increase college adjustment.

• Research in Community and Public Health Nursing
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• v.18 no.4
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• pp.673-680
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• 2007

Purpose: The purpose of this study was to investigate the relation between self differentiation and school adjustment among adolescents. Methods: The subjects were 356 adolescents. The following research questions were established. The adolescents' self differentiation level was measured based on Bowen's family system theory modified for Korean adolescents(Je, 1989) and their school adjustment level was measured with developed for Korean adolescents(Park, 1998). Collected data were analyzed by Mean${\pm}$SD, t-test, ANOVA and Schefff and Pearson correlation coefficient (SPSS 12.0). Results: 1. The mean score for the level of self differentiation was $99.99{\pm}11.58$ and school adjustment was $63.52{\pm}8.80$. 2. The self differentiation level was different according to father's education and monthly income. The school adjustment level was different according to glade, sex father's education and father's occupation. 3. Self differentiation had a significant positive correlation with school adjustment. Conclusion: The self differentiation level was confirmed to have an influence on school adjustment. We need to develop a program that can enhance adolescents' self differentiation.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.114-120
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• 2021

This study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. This study used the 7th year (2014) and 10th year (2017) of the panel study on Korean children, which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). Pearson's correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. The analysis was performed using the the Spss 21.0 program. As a result of this study, peer acceptance among early childhood's self-esteem, assertion, cooperation, and self-control among social competence have influences on adjustment to elementary school life. This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school.

• Child Health Nursing Research
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• v.9 no.2
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• pp.198-205
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• 2003

Purpose: The purpose of this study is to investigate the degree of school children's internet addiction and to explicit the relationship among the internet addiction, family environment and school adjustment. Method: The subjects of the study were 640 students from 5th and 6th year children of five elementary schools in G city. The data were analyzed by SAS program with frequency, percentage, means, standard deviation, χ² -test, ANOVA and Pearson's Correlation Coefficient. Result: In the degree of the internet addiction were 10.0％ of addiction group, 58.0％ of intermediate group, and 32.0％ of nonaddiction group. There were significant differences in family environment score(F=25.09, p=.0001) and school adjustment score(F=34.46, p=.0001) regarding internet addiction degree. The relationship among internet addiction score, family environment score and school adjustment score revealed a significant inverse correlation(r=-0.32, p=.0001, r=-0.35, p=.0001). And the relationship between family environment score and school adjustment score revealed a significant correlation(r=0.52, p=.0001). Conclusion: The degree of school children's internet addiction has been found to be very high and correlated to the family environment and school adjustment. Therefore, programs should be developed in order to improve this situation.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.4
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• pp.443-452
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• 2018

Purpose: This purpose of this study was to examine the effects of a rational emotive behavior therapy (REBT) counseling program on self-efficacy and adjustment to college life for nursing freshmen. Methods: This study used a nonequivalent control pretest-posttest quasi-experimental design. Thirty-eight new nursing students were randomly assigned to either an experimental group (n=18) or a control group (n=20) recruited from a four-year nursing college. An REBT counseling program was composed of 8 group sessions of orientation, understanding the theory of REBT, finding irrational beliefs, internalizing rational beliefs, and closing over a duration of 5 weeks. The duration of each session was 90 minutes. Self-efficacy and adjustment to school life were measured by the Sherer's Self-Efficacy Scale and Baker & Siryk's Student Adjustment to College before and after the REBT counseling program. Data were analyzed using t-tests and paired t-tests. Results: The experimental group showed a significant improvement in self-efficacy compared to the control group. There was no significant change in college life adjustment between the experimental and control groups. Conclusion: An REBT counseling program could be applied as an effective program in enhancing self-efficacy resulting in positive and goal-oriented behavior for new nursing students in college.

• Journal of the Korean Home Economics Association
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• v.50 no.3
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• pp.35-50
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• 2012

This study aims to investigate the effect of group home adolescents' emotion regulation and school adjustment. A survey was carried out on a total of 246 middle and high school students, who live in group homes. For data analysis, t-test, two-way ANOVA, Pearson's correlation analysis, multiple regression analysis, and reliability coefficients were carried out by using SPSS program(version 18.0). The findings of this study were as follows: First, there were significant differences in emotion regulation ability of group home adolescents, depending on the grade and gender. Second, there was an interaction by grade and gender in school adjustment of group home adolescents. Last, group home adolescents' gender, grade, and emotion regulation ability affected their school adjustment.