School Adjustment Research Articles

어머니 일-가정 양립 갈등과 부부 갈등이 학령초기 아동의 학교적응에 미치는 영향: 사회적 지원의 조절된 매개효과

Objectives The purpose of this study was to examine the mediating effect of marital conflict and the moderated mediating effect of social support in mothers’ work-family conflict and school adjustment in children. Methods Among the data from the Panel Study on Korean Children(PSKC), the final sample consisted of 400 respondents who answered questions on work-family conflict, marital conflict, child school adjustment, and social the 8th year, when the children were in the first grade. SPSS Macro’s Model 4 was used to confirm the mediating effect of marital conflict in the relationship between mothers’ work-family conflict and school adjustment in children, and SPSS Macro’s Model 1 and 7 were used to analyze the moderating effect and moderating mediating effect of social support. Results First, mothers' work-family conflict showed a positive correlation with marital conflict and a negative correlation with social support and children's school adjustment. Marital conflict negatively correlated with social support and children's school adjustment, while social support did not show a significant correlation with children's school adjustment. Second, marital conflict mediated the relationship between mothers' work-family conflict and children's school adjustment. This means that work-family conflict directly affects school adjustment and also has an indirect effect through marital conflict. Third, in the relationship between work-family conflict and marital conflict, the group with a higher perception of social support showed a mitigating effect on marital conflict compared to the group with a lower perception of social support. Fourth, the study confirmed the presence of moderated mediating effects, indicating that the relationship between work-family conflict and children's school adjustment via marital conflict varies based on the level of social support. Conclusions Parents with children entering school may experience higher marital conflict in dual-income families than at other times, which can make it difficult for children to adapt to the new environment of school. Therefore, it suggests the need for social support and systems that can reduce work-family conflict and marital conflict experienced by the primary caregiver, as well as emotional support.

The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools

The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools

School adjustment experiences of ventilator-dependent children: A phenomenological study of mothers' perspectives

PurposeThis study aimed to describe the experiences of ventilator-dependent children (VDC) in adjusting to school life from the perspectives of their mothers. Design and methodThis study employed a descriptive phenomenological approach. From July 2021 to September 2022, ten mothers of VDC were recruited via purposive sampling and underwent in-depth individual interviews. Data were analyzed using Colaizzi's phenomenological method. This study adheres to the COREQ guidelines for qualitative study. FindingsFour themes emerged: (1) the transition and burden of the mother's role; (2) positive adjustment and assessment of resources; (3) develop strategies to meet health and learning needs; (4) expectations for accessible school environments. ConclusionsThe mothers extensively assessed and adjusted their coping strategies on a rolling basis to ensure that their children received the resources that met their individual needs, promoted peer interactions, and helped adjustment to school life. The children's improvement and progress surpassed their mothers' expectations and demonstrated the benefits of a school education. Future educational settings should focus on building accessible school environments for special needs children. Practice implicationsThese findings allow healthcare professionals to assess the needs of VDC at different educational levels and create care plans that meet their healthcare and educational needs. This study also provides a reference for amending policies and regulations on individualized educational programs for VDC and developing guidelines for realizing accessible school environments to help them adjust to school life.

Impact of school adjustment and study habits on English language achievement among senior secondary students

In the present study, we aim to investigate the impact of school adjustment and study habits on English language achievement among senior secondary students. This study is contrary to expectations; neither school adjustment nor study habits individually demonstrated a significant correlation with English language achievement. However, the combined effect of both factors revealed by regression analysis was significant at the 0.05 level, suggesting that they collectively contribute to predicting English language proficiency. These findings highlight the complex interplay of factors that influence language learning and the importance of considering multiple influences beyond individual variables.

Maternal/paternal helicopter parenting and school adjustment in adolescents: The mediating roles of internal and external academic locus of control

There is little evidence regarding the impact of helicopter parenting (HP) on adolescents’ school adjustment (SA). This study examined gender differences in maternal/paternal HP, internal/external academic locus of control (ALC) and SA, and the mediating effect of internal/external ALC in the relationship between maternal/paternal HP and SA in adolescents. The participants of the study were 447 adolescents. The results revealed no significant gender differences in study variables except for external ALC. Adolescent boys indicated significantly higher levels of external ALC than girls. HP predicted ALC and SA, and internal/external ALC had a mediating role in the relationship between HP and SA. This study provides important insights for researchers and practitioners seeking to understand the effects of maternal/paternal HP on adolescent SA. The results of our study suggest that HP may be associated with lower SA among adolescents and that internal ALC may be a key mechanism in this relationship.

중국 학령후기 아동이 지각한 어머니의 과보호와 학교적응 간의 관계: 아동의 기본심리욕구 만족 및 좌절의 이중 매개효과

Objective: This study examines the dual mediating effects of basic psychological needs satisfaction and frustration on the relationship between maternal overprotection as perceived by Chinese late school-age children and their school adjustment. Methods: The subjects encompassed 329 fifth to sixth grade children in city R, China. Pearson correlation and mediation analyses were performed on the collected data using Process macro (Model 4) in SPSS 25.0Results: First all major variables showed significant correlations with each other. Second, the analysis of the dual mediating effects revealed that the satisfaction of basic psychological needs mediated the relationship between maternal overprotection and school adjustment whereas frustration did not. Conclusions: Maternal overprotection and children's basic psychological needs are important in Chinese children’s school adjustment. Basic psychological needs satisfaction and frustration emerged as different mediating paths in the relationship between maternal overprotection and children's school adjustment.

The Impact of Smartphone Addiction on School Adjustment in Children at Community Child Centers: The Mediating Effect of Academic Enthusiasm

The Impact of Smartphone Addiction on School Adjustment in Children at Community Child Centers: The Mediating Effect of Academic Enthusiasm

The association between experiences of unfair treatment in school and adolescent adjustment over 5 years.

This study investigates how high-school experiences of unfair treatment connect to adolescents' higher education enrollment and life satisfaction 5 years later. We utilized four waves of data at ages 14 years (T1), 16 (T2), 18 (T3) and 19 (T4) in the UK (N = 13,065; 51% Male, 49% Female, 70% White, 11% Black, 19% South-Asian). Perceived teacher unfairness at T1 predicted lower university aspirations (T2) and subsequently lower enrollment in higher education (at T3 and T4) and life satisfaction (T4). Experiences with T1 teacher ethnic discrimination also predicted lower life satisfaction. The effects were similar across historically minoritized and majority-background pupils, but historically minoritized adolescents experienced more ethnic discrimination in school. Our findings highlight the importance of fair treatment for all pupils.

A cultural comparison of children’s emotion knowledge: Data from two cultures

Knowing about emotions is vital for children’s school adjustment, well-being, and future social relationships. Whereas experiencing emotions is a universal psychological process at the biological level, how emotions are categorized and communicated is shaped by culture. Most studies have investigated cultural differences in emotion (knowledge) in Western and Eastern cultures. To compare emotion knowledge within Western countries, N = 585 children from Germany and N = 100 children from Israel in the two age groups preschool (42–71 months) and primary school (72–89 months) were interviewed with the Adaptive Test of Emotion Knowledge for Three- to Nine-Year-Olds (ATEM 3-9). Generalized linear models (GLMs) indicate that children from Israel showed higher levels of emotion knowledge in the total score and in all seven components of emotion knowledge than their agemates from Germany. These results highlight the importance of differences in family structure and values within Western countries. It is important to determine the various factors and the socialization in the family and in educational institutions that influence emotion knowledge in Germany and Israel.

Evidencia de estrategias de desarrollo de habilidades socioemocionales y su impacto en el aprendizaje y el ajuste escolar

The objective of the study was to analyze the evidence on strategies for developing social-emotional skills and their impact on learning and school adjustment. A literature review was conducted of 25 scientific articles that addressed teaching strategies, programs, and theoretical approaches. The inclusion criteria were: publications in Spanish and English, empirical studies published between 2020 and 2024, that discussed strategies or programs for developing social-emotional skills in educational contexts, and that analyzed the impact of these strategies on student learning and/or school adjustment. The systematic search for studies was conducted in the databases: Scopus, Dialnet, and Google Scholar, considering the keywords “social-emotional learning,” “emotional intelligence,” “academic performance,” “school adjustment,” among others. Among the results, the studies support that the development of social-emotional skills, through teaching strategies such as social and emotional learning, positively impacts learning, school adaptation, and student well-being. These strategies strengthen key dimensions of emotional intelligence, such as self-awareness, self-management, social awareness, and relationship management. It is concluded that integrating the development of social-emotional skills into the school curriculum is relevant, through the implementation of comprehensive programs and teaching strategies that involve students, teachers, families, and communities. This contributes to the formation of more resilient students, with better self-regulation and adaptation skills, which results in more effective learning and school adjustment.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

Antisocial behaviors at school: Analysis of normative and at-risk groups

School plays a crucial role in adolescent development and in the prevention of antisocial behaviors. This study focuses on five common antisocial behaviors within the school environment. Analysis was conducted with various groups of adolescents aged 11–16, including a normative sample of Spanish adolescents, and two samples of adolescents from high psychosocial risk areas: Polígono Sur (Seville, Spain), and IV Municipalità (Naples, Italy). The normative sample consisted of a representative group of Spanish adolescents who responded to the 2014 HBSC questionnaire, whereas data from Polígono Sur and IV Municipalità were collected specifically from these populations. The prevalence of each antisocial behavior was analyzed according to reference group, age, sex, and two key school adjustment variables: feelings about school and perceived school pressure. Additional analysis explored how these variables and their interactions contribute to variations in antisocial behavior. The findings offer valuable insight for designing prevention and intervention programs aimed at addressing antisocial behaviors within the school context.

School principals’ resistance to change: a multilevel analysis of individual factors and contextual conditions

PurposeThe purpose of this paper is to study the relationship between the attitudes of principals, municipality-specific aspects of reform implementation, and principals’ resistance to change.Design/methodology/approachThe collected data are based on a multi-level structure. The levels of analysis are at the school level (school principal) and at the municipality level. Therefore, the research question posed in this study is examined using a quantitative multi-level analysis.FindingsThe results show that both the personal attitudes of school principals and adjustments made by the school presidency of the municipality affect the school principals’ willingness to change.Research limitations/implicationsThe study’s focus on schools limits the ability to generalize the results to apply to other organizations. Nevertheless, schools are an important object of study for change management research because they share crucial organizational characteristics with other organizations in the public sector.Originality/valueStudies that have looked at the change reactions of leaders in the public school sector have rarely examined individual and collective factors together. We focus on both, since the municipalities in many countries have a certain amount of leeway in implementing reforms, meaning that their involvement is of central importance for a successful change process.

Classifying Latent Classes by the bicultural acceptance attitude of adolescents from multicultural families : Investigation of influential factors and differences between depression and school adjustment in group

Classifying Latent Classes by the bicultural acceptance attitude of adolescents from multicultural families : Investigation of influential factors and differences between depression and school adjustment in group

The mediating effects of self-esteem and anxiety on the relationship between perceived stress and school adjustment in adolescents: A comparison of self-injury and non self-injury groups

The mediating effects of self-esteem and anxiety on the relationship between perceived stress and school adjustment in adolescents: A comparison of self-injury and non self-injury groups

The Impact of Parental Involvement on the Educational Development of Students with Autism Spectrum Disorder.

Parental involvement is vital for the academic success and overall development of students, particularly those with Autism Spectrum Disorder (ASD), who face unique educational challenges. This study investigates the influence of parental involvement on the academic performance and school adjustment of students with ASD, focusing on the interplay of cultural identity and first language in their educational and social growth. The research also seeks to identify the challenges parents face and the strategies they use to support their children. Employing a qualitative, interpretive approach, this study involved 42 parents of secondary school students with ASD in Seville, Spain. Data collection included in-depth interviews and focus group discussions, allowing for a comprehensive understanding of parental experiences. The study found that active parental involvement greatly enhances students' academic performance and emotional well-being. Key strategies include creating structured home environments, utilizing assistive technologies, and fostering open communication with school staff. However, parents reported significant challenges, including limited school resources, communication barriers with educators, and a lack of ASD-specific training for teachers and parents. These challenges often hinder their ability to fully support their children's education. Active parental involvement is crucial for the educational success of students with ASD. The findings highlight the need for improved communication between schools and families, increased resources, and targeted ASD training for both teachers and parents. Additionally, the study advocates for greater investment in assistive technologies to better support students with ASD. Addressing these needs could significantly improve the educational experiences and outcomes for these students.

Is Mistrust in Early Adolescence Referent-specific? Looking at the Validity of Different Mistrust Referents in Sixth Graders

This study examined whether social mistrust in early adolescence was general or referent-specific. We used a multi-trait multi-method approach to examine the validity of mistrust measures across social referents (mistrust toward people in general, toward peers, and toward teachers), using questionnaires and an online task. Sixth graders ( N = 1243, ca. 11–13 years) in southern China reported about mistrust (i.e., general, teacher and peer), their social anxiety and aggression. Part of the students ( N = 262) played an online trust game against a virtual, unfamiliar peer. Confirmatory factor analyses showed that mistrust was distinguishable across referents. All referents of mistrust were significantly associated with social anxiety and aggression, whereas only peer mistrust was associated with peer-trust behavior in the online game. As such, our findings may underscore the referent-specificity of mistrust in early adolescence. Insights for promoting healthy school adjustment were discussed.

Exploring Links Between Social Competence, Immigrant Background, and Children’s Preschool Adjustment

ABSTRACT Research Findings: In the present study, we investigated the roles of children’s social competence and immigrant background in the prediction of the quality of children’s relationships with peers and teachers and school adjustment. Participants were N = 212 children (M age = 58.32 months, SD = 10.72; n = 98 with an immigrant background) and their teachers (two per class). One teacher in each class assessed children’s social competence and behavior problems, whereas the other rated the quality of their attachment relationships with the children and their adaptation to school. Social acceptance was assessed via peer sociometric nominations. Among the results, children with an immigrant background evidenced greater conflict and dependence in their relationships with teachers, poorer social acceptance, and less pleasure in school. Among children with an immigrant background, externalizing behaviors were associated with conflict in relationships with teachers, whereas internalizing behaviors were associated with dependence. Practice or Policy: The study highlights how social behaviors and immigrant background can affect the quality of attachment relationships with teachers in the preschool classroom.

Resilience in multicultural classrooms: School relationships can protect the school adjustment of immigrant, refugee and non-immigrant children.

According to the risk and resilience perspective, protective factors can attenuate the effect of risks and challenges on children's adjustment. For immigrant and refugee children, supportive relationships in the new context can be particularly beneficial. We expected that supportive school relationships play a protective role for the school adjustment of first-generation immigrant and refugee and non-immigrant children, by moderating the effect of one acculturative challenge (i.e., school language proficiency). We investigated the moderating roles of teacher-child and peer relationship quality on the association between German language proficiency and school adjustment (i.e., school achievement and belongingness) among first-generation immigrant and refugee and non-immigrant children. We recruited n = 278 fourth grade children (Mage = 10.47, SDage = .55, 53.24% female; 37% first-generation immigrant and refugee children). Questionnaires assessed children's reported teacher-child and peer relationship quality and school belongingness. One vocabulary test measured children's German proficiency. School achievement was assessed by their grade point average (GPA) and by a reading comprehension test. To investigate our hypotheses, we performed path analyses. Teacher-child relationship mitigated the effect of German proficiency on children's reading comprehension among all children and on GPA among immigrant and refugee children only. Peer relationship buffered the negative effect of German proficiency on school belongingness. Teacher-child and peer relationship quality can be beneficial for the school adjustment of both first-generation immigrant and refugee children and non-immigrant children.

Trajectories of ethnic discrimination and school adjustment of ethnically minoritized adolescents: The role of school diversity climate.

This study investigated trajectories of ethnic discrimination experiences in school, diversity climates as contextual antecedents, and school adjustment as outcome. Latent-Growth-Mixture-Models of repeated self-reported discrimination over 3 years (2012-2015) by 1445 ethnically-minoritized adolescents of Turkish and Moroccan background in 70 Belgian schools (52.6% boys, Mage = 15.07) revealed four trajectories: low (72.5%), moderate (16.6%), initially-high (6.5%), or increasingly high discrimination (4.4%). Adolescents who attended schools with more minoritized peers, or schools that valued cultural diversity and equality, were more often in low-discrimination trajectories, which predicted better academic outcomes. Overall, school diversity climates can protect minoritized adolescents from experiencing persistent or initially high discrimination over time. Moreover, high discrimination at any point in schooling-initially or later-is harmful to adolescents' school adjustment.