Abstract
Objectives The purpose of this study is to identify the effects of children's school adjustment on life satisfaction and to determine whether self-esteem functions as a mediator between these variables, thereby securing basic information that can contribute to the promotion of life satisfaction. Methods We used data from the 13th year (2020) of the Korea Child Panel of the Child Care Policy Institute. The 13th year data reflects the developmental characteristics of the children in the panel, as most of the children who have participated in the panel so far have entered the 6th grade of elementary school and are called adolescents in the later stages of school age. Of the 2,150 households in the Korean Child Panel, we analyzed data from 1,397 of the 1,359 children who responded to the school adjustment, self-esteem, and life satisfaction questions. Spss ver 25.0 was used for statistical analysis. Tests were conducted to measure variables related to children's life sat-isfaction, and school adjustment, self-esteem, and life satisfaction were selected as variables in the structural equation model. Results The main findings of the study are as follows First, school adjustment has a positive effect on children's life satisfaction. Second, school adjustment has a positive effect on self-esteem. Third, there is a partial media-tion effect of self-esteem on the relationship between school adjustment and children's life satisfaction. Conclusions This means that children's positive school adjustment affects their life satisfaction. Based on this, we can confirm that children's school adjustment is an important factor that affects not only life satisfaction but also children's self-esteem, and it is necessary to develop practical interventions and various programs to im-prove children's school adjustment, self-esteem, and life satisfaction.
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