• 한국학교보건학회지
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• 제29권3호
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• pp.156-166
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• 2016

Purpose: The purpose of the study was to synthesize related studies and identify the predictors of school adjustment among multicultural children. Methods: The author searched Google Scholar, RISS, KISS, Naver Academic, NDSL, and the National Assembly Library databases from August 1 to August 8, 2016. Keywords included multicultural, adolescents, school life, and school adjustment. Results: Twenty two studies, from 3,645 screened references, were included and finally analyzed. All studies were prospective studies and used regression analysis. The predictors of school adjustment among multicultural children were children's personal factors and social factors. Children's personal factors consisted of general factors, psychosocial factors, and situational factors. Social factors consisted of parental factors, family factors, teacher factors, and peer factors. Conclusion: The findings suggest that consideration of social factors as well as personal factors of multicultural children, their family, teacher, and peers is needed to improve school adjustment of multicultural children.

• 한국학교ㆍ지역보건교육학회지
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• 제4권
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• pp.61-78
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• 2003

This research was conducted to identify the factors that cause school related stress among middle school students, and to develop countermeasures in order to prevent the rebellious acts of middle school students that are on the rise and to pursue after effective guidance measures. To achieve these research objectives, 856 questionnaires were distributed to the two middle schools, situated in Goyang-si, Gyeonggi Province, and these questionnaires were analyzed, using the SPSS statistical package program. The conclusions were as follows; 1. Perceived factors for School Related Stress Overall average of the perceived degree school related stress factors was a level that goes beyond the normalcy. Stress on the grade was the highest Among these, the average of question items that addressed decrease in grade was the highest of all items followed by class factors, teacher-related factors, friend-related factors, and environmental factors. Accordingly, this research demonstrated that the students feel pressured by the university entrace examination and a school life that is focused on grades. The teacher-related factors and class factors were higher than the average, and others were relatively low. 2. School Related Stress according by Individual All the factors for school related stress were statistically significant difference according to the gender, and teacher-related factors, class factors, and environmental factors were statistically significant difference according to their school years. Their grade made their grade factors statistically significant difference, and the number of friends produced a statistically significant difference result on the teacher-related factors. Wheather they had extra classes or not made a statistically significant difference result on the class factors and environmental factors, and especially the time of doing physical exercises produced statistically significant difference on the environmental factors. 3. Countermeasures for School Related Stress according by Individual As for the countermeasures for school related stress according to the individuality, the active reacting was statistically significant difference according to the gender index, and the student's degree to react passively was statistically significant difference according to their grade. The students in different school years showed statistically significant difference reactions in both passive ways and active ways. students tended to react differently in an unreality index. Lastly, Wheather they had extra classes and physical exercises made then to react passively or actively. When the results are compiled, students are most affected by the stress related to grades, which reflected the university entrance examination oriented school life. An alternative is that the development of educational program that factors in the students' talents and aptitude is needed urgently. Moreover, character and career path related guidance and education are just as important as the academics. Given that the stress factors exert some degree of influence on the countermeasures, it is necessary to block the factors in advance and for all the teachers and parents to make an effort to react actively.

• 한국학교ㆍ지역보건교육학회지
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• 제12권2호
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• pp.43-67
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• 2011

Objectives: The purpose of this study was to analyze factors affecting school life adjustment of athletes in middle and high school. Methods: The data in this study came from the survey which conducted to 500 students of physical education high school athletes and elite athletes in general school from the beginning of December 2009 to the end of January 2010 in Seoul and Kyunggi. Finally 436 cases was used. The dependant variable in this study was school life adjustment. And the independent variables were socio-demographic factors, stress and depression factors, social support factors. The analysis methods were T-test, ANOVA, correlation analysis, stepwise multiple regression analysis by using SPSS Ver. 12.0. Results: First, there was a statistically significant result between school life adaptation and sex, family circumstances, life satisfaction variables Second, there was a negative correlation between social support and stress, depression. Third, there was a negative correlation between school life adjustment and some stress factors, all depression factors. Also relationship between school life adjustment and social support showed a positive correlation. Fourth, Taking a look at the impact on school life adjustment, family factors and practical environmental factors in the stress factors and the feeling of worthlessness in the depression factors appeared to influence negatively. Also teachers' support in the social support factors showed positive effects. Explanatory power of the final regression model was 25.6%. Conclusions: The first step in order to improve the school life adjustment of athletes in middle and high school is the teachers' support. Athletes in middle and high school can have capability, responsibility, initiatives through teachers' attention and affection. The effective prevention education and health education programs on stress and depression should be introduced and carried out in the health education programs actively for student athletes to be free from stress, depression.

• 한국학교보건학회지
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• 제20권1호
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• pp.63-75
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• 2007

Purpose: With economic development and prolonged longevity, the level of health and health disparities have became growing concerns for individual and society as well. Since youth's health status are influenced by households' socioeconomic status and associated with heath status in later stage of life, assessing health inequality in the youth is a significant step toward lessening health disparity and promoting health. We measured health inequality in high school students and decomposed it into health factors. Methods: The subjects included 3,787 high school students of 12th graders from the Korea Education and Employment Panel (KEEP) in 2004. True health status was assumed as a latent variable and estimated by ordered logistic regression model. The predicted health was used as a measure of individual health after rPSraling to [0,1] interval. Total health inequality was then measured by Gini coefficient and was decomposed into health factors. Results: Health inequality in high school students was observed. Of total health inequality, 44% was explained by biological factors such as body mass index (BMI) (32.5%) and gender (13.5%). Behavioral factors such as smoking, drinking, physical activity, hours in bed and hours of computer ussge added to 11.7%. Household income and work experiences explained 5.6% and 8.8%, respectively. School satisfaction explained 14.6%. Other school related factors such as self-assessed achievement and experience of being bullied accounted for 15.5%. Conclusion: Among the health factors, biological factor was the most important contributor in health disparity. Other factors such as health behaviors, socioeconomic factors, school satisfaction and school related factors exhibited somewhat similar magnitude. For policy purposes, it is recommended to look into modifiable factors depending BM, gender and school surroundings.

• 초등상담연구
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• 제11권3호
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• pp.331-350
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• 2012

이 논문은 학교폭력을 예방하고 대처하기 위해서는 학교폭력의 원인에 대한 정확한 진단이 선행되어야 한다고 보고, 학교폭력을 유발하는 요인이 무엇인지 생태학적 관점에서 고찰하는데에 그 목적을 두었다. 이를 위해 Bronfenbrenner(1979)의 생태학적 발달이론의 영향을 많이 받은 Benbenishty와 Astor(2005)의 학교폭력 관련 요인들에 대한 생태학적 경로모형을 간단히 살펴보았고, 이 모형에 기초하여 학교폭력의 유발 요인으로 학교 요인, 개인 요인, 가정 요인, 지역사회 요인으로 구분하여 관련 문헌과 선행연구를 고찰하였다. 이러한 고찰을 통해 본 논문에서는 학교폭력은 한 가지 원인이 아닌 학교, 개인, 가정, 지역사회 관련 요인 등 여러 원인이 복합적으로 작용하여 발생하는 이른바 '폭력의 종합 세트'이기 때문에 이러한 요인들을 고려한 종합적 처방을 마련하여 장기적인 노력을 기울여야 한다는 점과 본 논문에서 고찰한 학교폭력의 유발 요인과 그 영향에 대한 성찰을 토대로 학교와 가정 및 사회를 바로 세워나갈 때 학교폭력의 대책이 진정성과 효과를 지니게 될 수 있다는 점을 강조하였다.

• 아동학회지
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• 제37권4호
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• pp.83-99
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• 2016

Objective: The purpose of this study was to analyze correlation effect size between Basic Psychological Needs (BPN) and factors affecting BPN. Methods: This research was reviewed and synthesized systematically by meta-analyse. Fifty-eight published studies between 2008 and 2016 were sampled and the effect sizes were acquired. Results: The major findings were as follows. In general, medium correlation effect sizes were found. Competency among sub-factors of BPN showed highest effects. Parental factor was more related to BPN than school and individual factors. Parenting behavior and family psychological backgrounds were the most crucial factors in the parental factors. School adjustment was the most critical factor in the school factors. In school grade, the elementary school was more related to BPN than junior high school and high school. Conclusion: Based on these results, we suggest a number of components for parent-education programs, and information for future research.

• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.50-63
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• 2010

This study is a qualitative case study aiming at understanding and finding out influential factors and barriers when school teachers choose Environmental Education as their Creative Discretionary Activities. To do this, this study focuses on the process of two teachers' choices of the Creative Discretionary Activities in two other elementary schools. The results of this research are follows. Two teachers' choices are affected by several influential factors, divided into external factors and internal factors. External influential factors include culture of school and education, media, chief education officers, parents and school. Internal influential factors are teachers' value and philosophy of education, teachers' experiences, teachers' capacity. These influential factors' forces aren't the same with each other. These influential factors, are influenced by educational, social, national, local, and school level indicated by Taylor et al's (1974) classification criterion. Especially, however, Korea's particular educational environment focusing on university entrance examination strongly affects teachers' choice. School factors also has a big strong effect on teachers' choice. Among others internal actors are the most serious influential factor affecting on teachers' choice.

• 아동학회지
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• 제28권5호
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• pp.1-18
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• 2007

This study examined school adjustment and protective factors of school violence victims in 1128 5th and 6th graders. Children completed questionnaires. Descriptive analysis showed that 52.5% of the participants had experienced school violence at least once over the past 9 months. Boys reported more school violence than girls. Victims of school-violence experience showed lower levels of school adjustment than other students, but victims with protective factors of high self-esteem, teacher's support, internal locus of control, and parents' democratic fostering attitude showed better school adjustment. While these protective factors had a positive influence on children's school adjustment, friend's support had a negative influence.

• Child Health Nursing Research
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• 제13권3호
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• pp.338-348
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• 2007

Purpose: This study was done to identify risk factors influencing high school students to runaway from home. A comprehensive analysis of individual, family and social environment-related factors was done. Method: The participants in this descriptive survey on causal relations were 974 students enrolled in high school who were selected by convenience sampling. The data collected in June and July, 2003 were put in to logistic regression analysis to build a prediction model. Results: 1) Individual-related factors for running away in high school students were experience with smoking and sexual intercourse. 2) Family-related factors for running away in high school students were economic status and physically ill-treatment of the types of ill-treatment. 3) social environment-related factors for running away in high school students were number of delinquent friends. Conclusions and Recommendations: Running away from home among Korean high school students was associated not only with individual factors, but also with family and social environmental factors. The findings of study suggest that board intervention programs should be provided to prevent running away form home by adolescent. It is also recommended that a program be developed that can help control the variables identified in this study along with follow up study to verify the model.

• 대한불안의학회지
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• 제13권1호
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• pp.25-31
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• 2017

Objective : The purpose of this study was to evaluate the factors associated with the experience of bullying victimization in school among elementary school students in the Jeju area. Methods : A total of 662 students were recruited from elementary schools for a school-based cross-sectional survey (age range : 11-12 years) in the Jeju area. This study used a self-reported questionnaire concerning the experience of being victimized by bullying, the Korean form of the Children's Depression Inventory (CDI) to assess depressive symptoms, and questions on sociodemographic characteristics, including school- and family-related factors. Results : The prevalence of bullying victimization in school among elementary school students was 10.0% (n=66). The factors associated with bullying victimization were lower socioeconomic status, lower than average academic achievement, more depressive symptoms, and family problems. Conclusion : This study not only indicates that bullying at school is a significant public health issue among elementary school students, but also confirms that children with family problems commonly exhibit bullying behaviors, which highlights the importance of considering family-related environmental factors when managing bullying victimization.