The Effects of Children’s Self-Esteem on Their School Adjustment: Focusing on the Mediation of Peer Attachment

Abstract

The purpose of this study was to analyze the effects of children’s self-esteem on their school adjustment, focusing on the mediation of peer attachment. A total of 2,200 3rd grade children from the third Korea Child- Adolescent Panel Survey participated in this study. The instruments used in this study were the Self-esteem Scale, Peer Attachment Scale, and School Adjustment Scale. The collected data were analyzed by using a Student’s t-test, Pearson’s partial correlation, simple regression, and hierarchical multiple regression with SPSS ver. 16.0 software. The main results of this study are as follows: first, the boys had higher self-esteem, peer attachment, and school adjustment scores than the girls. Second, there was a significant positive correlation between children’s self-esteem and peer attachment as well as a significant positive correlation between children’s self-esteem and school adjustment. Further, there was a significant positive correlation between children’s peer attachment and school adjustment. Finally, children’s self-esteem exerted positive effects on their peer attachment, and children’s peer attachment had a positive influence on their school adjustment. The effect of children’s self-esteem on their school adjustment was partially mediated by their peer attachment. These findings provide preliminary evidence that the relationships between children’s self-esteem and school adjustment may be mediated by their peer attachment. Keywords: school adjustment, self-esteem, peer attachment