The Effects of Students, Parents, and Teachers on School Adjustment and the Satisfaction of Middle and High School Students

Abstract

The purpose of this study was to identify what factors of students, parents, and teachers affect school adjustment and school satisfaction of middle and high school students according to gender, school level, and time duration. The 1 st -year (T) and 2 nd -year (T+1) survey data of GEPS (Gyeonggi Education Panel Study) were analyzed by using linear regression analysis. The results were as follows: First, male middle school students' self-esteem and teacher- centered teaching methods (TCTM), female middle school students' self- concept and TCTM, male high school students' self-concept and test stress, and female high school students' self-concept had significant influence on the degree of school adjustment among friends (DSAF). Second, male middle school students' self-efficacy and learner-centered teaching methods (LCTM), female middle school students' TCTM and subject interest, and female high school students' self-concept only had significant influence on the degree of school adjustment with teachers. Third, only subject interest of male middle school students, self-concept and LCTM of female middle school students, and only self-concept of high school female students were statistically significant on school satisfaction.