Factors that affect adolescents’ school adaptation

Abstract

The purpose of this study was to investigate the influence of variables related with school violence damage and school maladjustment to school adaptation divided into teacher relationship and peer relationship. In this study, SPSS PC + Win. 23.0 program was used. In order to examine the general characteristics of the survey subjects, frequency analysis was used. And t-test and ANOVA were used to test differences in school adaptation according to general characteristics. Then correlation analysis was used to identify correlations between major variables, and hierarchical regression analysis was used to compare the influence of major variables on school adjustment. The results of the study are as follows. First, according to gender, female students had higher teacher relationship than male students, but there was no significant difference in peer relationship. Also there was no significant difference in teacher relationship and peer relationship. But there were significant differences according to family type. Second, school violence, stress, and depression were positively correlated with each other. These three variables showed negative correlation with teacher relationship and peer relationship. Third, in teacher relationship, among the eight variables, depression was the most influential, followed by stress, school violence damage, and gender. And in peer relationship, among the 8 variables, depression had the greatest influence, followed by school violence damage, stress, and family income level. These results can be applied to improve adolescent's school adaptation and to provide appropriate policy suggestions.