Abstract
This study attempts to determine how two variables can predict elementary children’s school adjustment by considering not only children"s problem behavior, but also their well-being at the same time. To this end, data of 699 children who participated in the 11th year(2018) survey of the Korean Children"s Panel were analyzed. Children"s school adjustment were measured by the School Adjustment Scale(Chi & Jung, 2006). A new measure for children’s well-being was developed from questions about emotional, psychological, and social well-being. Children’s problem behavior was measured using Strength and Difficulty Questionnaire. All children were assigned to four groups according to the level of well-being and problem behavior and significant differences among the four groups were reported. As a result of a regression analysis, it was found that problem behavior was a strong factor. Social well-being was also a significant variable to predict children’s school adjustment. This study confirms that not only problem behavior, but also the level of well-being of children can affect school adjustment. It also confirms that ecological perspectives focusing on strengths and social attributes are necessary in planning interventions for school adjustment.
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