• Title/Summary/Keyword: social adjustment

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Effect of Temperament and Social Support on the School Adjustment of Adolescents: Mediating Effects of Positive Psychological Capital (청소년의 기질과 사회적 지지가 학교생활적응에 미치는 영향: 긍정심리자본의 매개효과)

  • Choi, Ara;Lee, Sook
    • Human Ecology Research
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    • v.55 no.3
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    • pp.249-261
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    • 2017
  • This study grasps the structural relationships between temperament, social support, and school adjustment by adolescents as well as investigates the mediating effect of positive psychological capital from relationships between temperament, social support, and school adjustment. Participants in this study consisted of 763 students in the second grade of five middle schools. Productive correlation analysis were conducted on data collected for this study using PASW statistics ver. 18.0 program; in addition, structural equation modeling analysis was conducted using AMOS ver. 18.0 program. The main findings are as follows. Paths appeared in different ways according to the investigation of mediating effect of positive psychological capital under the impact of temperament and social support on school adjustment of adolescents. Investigation showed that harm avoidance temperament had a statistically significant indirect effect on school adjustment with a medium of positive psychological capital. Novelty seeking temperament and persistence temperament had a direct impact on the school adjustment of adolescents; however, it appeared to also indicate an indirect impact through a medium of positive psychological capital. Social support seemed to indicate a direct impact on school adjustment of adolescents as well as an indirect impact through a medium of positive psychological capital. This study provides basic data to help in the school adjustment of adolescents using personal, environmental, and psychological variables that proves the importance of positive psychological capital in adolescence.

The Longitudinal Relationship between Social Capital of North Korean Migrant Youths and School Adjustment: A Latent Growth Modeling Approach (잠재성장모형을 활용한 탈북청소년의 사회자본과 학교적응 간 종단관계 분석)

  • Yeon, Bo-Ra;KIM, Kyungkeun
    • (The)Korea Educational Review
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    • v.23 no.1
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    • pp.205-230
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    • 2017
  • Drawing on third to fifth wave data from the Longitudinal Study of North Korean Migrant Youths' Education, we examined the longitudinal relationship between social capital of North Korean Migrant Youths and school adjustment using latent growth modeling(LGM). Specifically, we sought to answer the following research questions: Do social capital and school adjustment among North Korean Migrant Youths change over time? Is there a relationship between the changes in social capital and school adjustment among these students? Our LGM results showed that trends in social capital and school adjustment among these students were not fixed but changed over time. While the social capital developed by these students was found to influence school adjustment at the time of its development, it did not continue to influence changes in school adjustment over time. Changes in school adjustment of North Korean migrant youths were affected by changes in social capital. These results suggest that there is room for gradual improvement of school adjustment level by strengthening social capital of North Korean migrant youths.

Social-Cultural Adjustment of North Korean Defectors by Self-Esteem and Internal Attribution (새터민의 자아존중감 및 내적귀인성향에 따른 사회문화적 적응)

  • Chin, Mee-Jung;Lee, Soon-Hyung
    • Journal of the Korean Home Economics Association
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    • v.44 no.7 s.221
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    • pp.141-152
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    • 2006
  • This study explores the social-cultural adjustments of North Korean defectors with respect to their self-esteem and internal attribution. The data were obtained from a survey of 195 North Korean defectors who had recently entered South Korea. The respondents had moderate difficulties in their social-cultural adjustment consisting of social activity restriction, discrimination, and social exclusion. Their social-cultural adjustment was positively associated with internal attribution. Those with internal attribution tended to have fewer problems in adjusting to the social systems and culture of South Korea. The findings of this study imply that psychological resources play a role in enhancing the social-cultural adjustment of North Korean defectors.

A Preliminary Study on the Children’s Adjustment Ability Progress Program (초등학교 남녀 학생의 적응능력 증진을 위한 기초연구)

  • 최진아
    • Journal of Korean Home Economics Education Association
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    • v.8 no.2
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    • pp.81-89
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    • 1996
  • The purpose of this study were to investigate the sex difference of the perceived social support and to identify relation between children’s social support and children’s adjustment ability. So, It is intended to propose the preliminary data for children’s adjustment ability progress program. Subjects of this study were 412 children from the 5th and 6th grades of elementary school. The results were as follows: Sex difference of perceived social support level were partially found. Also, There were significant relations between social support and adjustment. Specially, maternal and peer support levels were most highly correlated to boy’s adjustment. Father, mother, teacher and peer support levels were highly correlated to girl’s adjustment. In conclusion, children’s social support can be recognized as significant variable in predicting the adjustment of children.

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Mediation effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students (물리치료학과 학생의 학업스트레스와 대학생활적응의 관계에서 사회적 지지와 자아탄력성의 매개효과)

  • Kim, Sangwoo;Lee, Byounghee
    • Journal of Korean Physical Therapy Science
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    • v.27 no.2
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    • pp.48-62
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    • 2020
  • Purpose: The purpose of the study was to identify the mediating effects of social support and self-efficacy between academic stress and college adjustment in physical therapy students. Design: Survey. Methods: 75 subjects were surveyed about the level of academic, Academic Stress, College Adjustment, Social Support, Self-Efficacy, and self-control. To confirm the cognitive function on brain activity were evaluated. Results: First, College students have higher academic stress and lower college adjustment. Higher social support and self-efficacy have lower academic stress and better college adjustment. Second, students with high academic stress need constant attention to increase their social support and programs to reduce academic stress. Third, students with high academic stress, low social support, and low self-efficacy can increase their cognitive strength through the brain wave thereby reducing the academic stress they are currently feeling. Conclusion: In order to improve the College Adjustment, it is considered that it is important to increase the cognitive function through brain train along with the development of a student management program that can reduce academic stress and increase social support and self-efficacy.

The Effects of Parenting Behavior on Preschooler's Social Adjustment : Focusing on the Mediating Effects of Effortful Control (부모의 양육행동이 유아의 사회적 적응에 미치는 영향 : 의도적 통제의 매개효과를 중심으로)

  • Bae, Yun Jin;Lim, Ji Young
    • Korean Journal of Child Studies
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    • v.34 no.1
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    • pp.161-173
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    • 2013
  • This study explored the relationships between parenting behavior, preschooler's effortful control, and social adjustment. The subjects were 351 preschoolers(174 boys, 177 girls) and their parents. The major results of this study were as follows. First, there were significant relationships among the factors analyzed in this research, namely, affectionate parenting behavior, preschooler's effortful control, and social adjustment. Second, preschooler's effortful control mediated the effects of affectionate parenting behavior upon preschooler's social adjustment. In conclusion, this study revealed that parents' affectionate parenting behavior and a preschooler's effortful control make a significant impact on the level of the preschooler's social adjustment. Based on th findings of this investigation, the implications of the preschooler's effortful control were also discussed.

The Relationship between Fathering Practices and Children's Social Adjustment (아버지의 역할수행과 아동의 사회적 적응과의 관계)

  • Yoon, Suh Young;Chung, Ock Boon
    • Korean Journal of Child Studies
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    • v.20 no.2
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    • pp.101-123
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    • 1999
  • Fathering practices were assessed by the modified version of the fathering Practices Scale while children's social adjustment was assessed by the Social Adjustment Scale in this study of 405 first to sixth grade children and their fathers. Fathering practices differed by father's age, education, occupation, amount of time with children, extent of participation in children's school activities, mother's job status, and children's birth order. Children's social adjustment varied by father's education, amount of time with children, and participation in children's school activities. There were correlations among all four factors of children's social adjustment and all eight factors of fathering practices. Father's responsibility for children was the strongest predictor of children's social adjustment.

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Relationships Between Learning-Related Social Skills, Early School Adjustment and Academic Achievement of First-Grade Children (초등학교 1학년 아동의 학습관련 사회적 기술과 초기 학교적응 및 학업성취도와의 관계)

  • Kim, Sun-Young;Ahn, Sun Hee
    • Korean Journal of Child Studies
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    • v.27 no.6
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    • pp.183-197
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    • 2006
  • The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

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Self-Esteem and Social Support as Predictors of Adjustment to College Students (대학생의 자아존중감과 사회적지지가 대학생활적응에 미치는 영향 - 평택대학교 학생을 중심으로 -)

  • Lim, Kwang-Myeong
    • Journal of Agricultural Extension & Community Development
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    • v.26 no.3
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    • pp.127-141
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    • 2019
  • Self-esteem and social supports are important variable influencing adjustment to college life. This study aims to identify the factors influencing adjustment to college life. Data were collected from 265 usable questionnaires among college students in Pyeongtek University. Results of a factor analysis yielded three dimensions of self-esteem which were talent/attitude and capacity/pride. And results of factor analysis also yielded three dimensions of social supports which were family, friends, and professor supports. Hierarchical regression analysis revealed that capacity/pride and all of social support factors affected significantly for adjustment to college life. And female and aptitude for students' major had a positive affect on adjustment to college life. It was suggested that self-esteem, social supports, and aptitude for students' major should be considered in college management policy.

Stress Coping Behavior and Mediation Effect of Social Competence within the Influence Relation where the Effect of Stress of the Children from Multicultural Families on their School Adjustment (다문화가정 아동의 스트레스가 학교적응에 미치는 영향: 스트레스 대처행동과 사회적 능력의 매개효과를 중심으로)

  • Sim, Mi Young;Lee, Dool Nyeo
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.17 no.3
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    • pp.241-251
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    • 2016
  • This study examined the mediating effects of the stress coping behavior and social competence of children from multicultural families to determine the influential relationships between their stress and school adjustment. The analysis results show that stress had overall negative effects on the school adjustment of children from multicultural families and also on their stress coping behavior and social competence. For the indirect effects, both their stress coping behavior and social competence had positive indirect effects on their school adjustment. Stress did not have significant direct effects on their school adjustment. These findings suggest that stress coping behavior and social competence have full mediating effects between their stress and school adjustment. These findings highlight the need for directions of school education and various program interventions to improve the stress coping and social adjustment competence of children from multicultural families, offering practical implications to enhance their school adjustment.