School Adjustment Of Adolescents Research Articles

Trajectories of Perceived Parental Psychological Control and the Longitudinal Associations with Chinese Adolescents' School Adjustment across High School Years.

Past research supports the detrimental effects of parental psychological control on adolescent school adjustment in both emotional and academic domains. However, how psychological control changes during adolescence, and how such developmental course is related to adolescent psychological well-being and academic functioning are unclear. The direction of effects between parenting and child behaviors is also inconclusive. This 3-year longitudinal study addressed these research gaps by using five waves of survey data on 710 Chinese adolescents of high school ages (Mean age at T1 = 15.54 years, SD = 0.45, 50% males). Using latent growth curve models and latent class growth analysis, the majority of adolescents (about 63%) reported gradual increases of parental psychological control in the first 2 years of high school but a slight decline afterwards, while the other 37% perceived low and stable levels. Results from parallel latent growth modeling suggested that trajectories of psychological control were positively related to developmental trends of internalizing problems (i.e., depression and anxiety) and maladaptive academic functioning, but negatively associated with the trajectory of adaptive academic functioning, as indexed by intercept-intercept and slope-slope associations. The random-intercept cross-lagged models further revealed that psychological control was predictive of adolescent anxiety and lower adaptive academic functioning, and bidirectionally associated with maladaptive academic-related beliefs and behaviors at the within-person level. Taken together, these findings highlight the crucial role of parental psychological control on adolescent school adjustment in the Chinese cultural context and support the reciprocal model of parent-child interactions.

A Longitudinal Analysis of Adolescent School Adjustment and Exploration of Influencing Factors Using the SEM Tree

A Longitudinal Analysis of Adolescent School Adjustment and Exploration of Influencing Factors Using the SEM Tree

School adjustment in adolescence explained by social support, resilience and positive affect

AbstractIn order to develop future academic-professional skills and later social and financial independence, an adequate adolescent school adjustment is essential. Therefore, it is necessary to identify the variables that contribute to its improvement in a stage characterised by its decrease. The aim of the present study is to analyse and compare two theoretical models to determine the prediction of teacher and peer support, resilience and positive affect to school adjustment, measured through emotional engagement, school integration problems and perceived academic performance. The design was cross-sectional and participants were 1397 adolescents in high school (M = 13.88, SD = 1.27). The results reveal that teacher and peer support, resilience and positive affect indirectly predict perceived academic performance through school integration problems and emotional engagement. The negative effect of emotional engagement and support from peers on school integration problems is particularly worth highlighting, along with the prediction of resilience on positive affect and that of support from teachers on emotional engagement. The theoretical and practical implications of these results are discussed.

An Analysis of Personality Trait, Social Support, and Social Problem-Solving Capacity on Positive Psychological Capital, and School Adjustment of Adolescents

An Analysis of Personality Trait, Social Support, and Social Problem-Solving Capacity on Positive Psychological Capital, and School Adjustment of Adolescents

How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During COVID-19 School Closures

Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adolescents (N = 124, Mage = 12.86, 58.8% boys) from different ethnic and SES backgrounds were repeatedly assessed 1 week before (March 2020), during (June 2020), and 1 year after (February 2021) the first school closure in Belgium. The results revealed that school closure augmented ethnicity- and SES-based inequalities in school adjustment. Moreover, factors in the school context—and not the home context—served as resources. Specifically, the quality of online instruction and teacher-pupil relationships buffered against reduced school adjustment during school closure, particularly among youth from ethnic minority and lower SES backgrounds. The findings corroborate unequal school adjustment consequences of school closures, but also highlight the role of teachers to buffer against them. The study design, hypotheses, and analyses were preregistered in the following link: https://osf.io/6ygcu/?view_only=c77cfb46028447bdb7844cd2c76237aa.

School adjustment of adolescents with sequential bilateral cochlear implants in mainstream school.

Little is known about the school adjustment of adolescents with sequential bilateral cochlear implants (CIs) in mainstream educational settings. This study aims to investigate the school adjustment of adolescents with sequential bilateral CIs, in comparison to those of age-matched adolescents with typical hearing (TH), to explore the relationships between individual variables and school adjustment in the bilateral CI group, and to assess the factors leading to strong school adjustment in the bilateral CI group. Twenty-five adolescents with sequential bilateral CIs and 30 adolescents with TH, aged 13-19 years, participated in this study. The adolescents completed the school adjustment scale (SAS). The two groups were not significantly different on overall SAS scores. However, the TH group scored higher on the SAS than the sequential bilateral CI group with regard to communication skills and relationships with peers. In the bilateral CI group, SAS scores significantly correlated with open-set sentence and receptive vocabulary scores. Receptive vocabulary scores were a significant predictive factor for the level of school adjustment for the bilateral CI group. Adolescents who received sequential bilateral CIs adapted well to mainstream schools. However, they did experience barriers to communication and to make friends in mainstream schools, and their level of school adjustment was affected by their receptive vocabulary skills.

The impact of parent-child communication styles on adolescent school adjustment: The mediating effect of self-efficacy

The impact of parent-child communication styles on adolescent school adjustment: The mediating effect of self-efficacy

The Moderated Mediating Effect of Parental Support in the relationship between Acculturative Stress, Depression, and School Adjustment of Adolescents from Multicultural Families

The Moderated Mediating Effect of Parental Support in the relationship between Acculturative Stress, Depression, and School Adjustment of Adolescents from Multicultural Families

Effects of Familial Relationships on School Adjustment of Adolescents and Young Adults With Congenital Heart Disease.

As more than 85% of patients with congenital heart disease (CHD) have grown to adulthood through improvement in treatment and surgery, the difficulties they experience are expanding into areas related to daily life. Accordingly, adjustment to school in adolescents and young adults (AYAs) with CHD is of increasing interest and is influenced by familial factors. This was a cross-sectional descriptive study to examine the effects of parental positive emotional expressiveness and sibling relationships on school adjustment of AYAs with CHD. In this study, a self-reported questionnaire survey was used to collect the data. The participants were 104 AYAs with CHD aged 13 to 21 years who were attending school and had siblings. Maternal positive emotional expressiveness ( r = 0.584, P < .01), paternal positive emotional expressiveness ( r = 0.584, P < .01), and sibling warmth/closeness ( r = 0.478, P < .01) were significantly correlated with school adjustment. However, the results of multiple regression analysis showed that only maternal positive emotional expressiveness (ß = 0.459, P < .05) and sibling warmth/closeness (ß = 0.236, P < .05) were significantly associated with school adjustment. Adolescents and young adults with CHD who reported higher maternal positive emotional expressiveness and sibling warmth/closeness exhibited better school adjustment. Findings suggest that intervention programs to increase parental positive expressiveness and enhance warmth/closeness of sibling relationships may contribute to improving school adjustment.

청소년의 가족건강성과 학교적응 간의 관계에서 긍정심리자본의 매개효과

청소년의 가족건강성과 학교적응 간의 관계에서 긍정심리자본의 매개효과

The Mediating Effect of Mental Health Problems on Correlation between Self-Concept and School adjustment of Adolescents: Multi-Group Analysis between Low Achievers and Students without Disabilities

The Mediating Effect of Mental Health Problems on Correlation between Self-Concept and School adjustment of Adolescents: Multi-Group Analysis between Low Achievers and Students without Disabilities

청소년의 정서적 외상이 학교생활 적응에 미치는 영향: 고통감내력과 지각된 사회적 지지의 매개된 조절효과

본 연구의 목적은 청소년을 대상으로 정서적 외상과 학교생활 적응과의 관계에서 고통감내력의 매개효과와 지각된 사회적 지지의 조절효과를 포함한 매개된 조절효과를 확인하는 것에 있다. 이를 위해 부산시에 거주하는 중·고등학생을 대상으로 정서적 외상, 고통감내력, 지각된 사회적 지지, 학교생활 적응을 측정하여 230명을 최종 분석 대상으로 하였다. 분석은 SPSS 25.0과 SPSS Macro를 사용하여 연구모형을 검증하였다. 그 결과, 매개 및 조절효과가 포함된 통합모형에서 첫째, 정서적 외상과 학교생활 적응의 관계에서 고통감내력은 부분 매개하는 것으로 나타났다. 즉, 정서적 외상은 학교생활 적응에 직접적인 영향을 줄 뿐만 아니라 고통감내력에도 영향을 미쳐 학교생활 적응에 어려움을 주는 것으로 나타났다. 둘째, 정서적 외상이 학교생활 적응에 미치는 영향에 있어서 고통감내력과 지각된 사회적 지지는 완전 매개된 조절효과로 확인되었다. 지각된 사회적 지지 수준이 높은 경우 고통감내력은 정서적 외상과 학교생활 적응 간의 관계를 매개하지만 그렇지 않은 경우 매개효과는 유의미하지 않았다. 또한 고통감내력이 낮은 경우 지각된 사회적 지지의 영향은 유의미하지 않았다. 이를 바탕으로 청소년의 사회적 지지에 대한 적극적인 개입의 필요성을 논의하였다.

"부모학대가 청소년의 학교적응에 미치는 영향: 공격성의 매개효과를 중심으로"

본 연구는 부모학대가 학교적응에 미치는 영향과 이를 매개하는 공격성의 매개효과를 살펴보고자 한 연구이다. 이를 위해 한국아동·청소년패널조사의 초4패널 7차년도 자료를 활용하였으며, 고등학교 1학년에 재학 중인 2,378명의 응답을 분석에 활용하였다. 본 연구의 자료분석은 SPSS 21.0 통계 프로그램을 활용하여 다중회귀분석과 Baron & Kenny(1986) 매개효과 검증을 실시하였으며, Sobel(1982) 검증을 수행하였다. 연구결과 부모학대와 공격성은 청소년의 학교적응에 부정적인 영향을 미치는 것으로 나타났으며, 공격성은 부모학대와 학교적응의 관계에서 부분매개효과를 가지고 있는 것으로 나타났다. 이에 따라 학대 위험 가능성이 있는 가정을 주기적으로 방문하고 학대 예방을 위한 부모교육과 지역사회 자원을 활용한 프로그램을 통해 학대로부터 안전한 가정환경을 구축할 필요가 있다. 이와 더불어 학대 피해 청소년을 위한 전문적인 개입을 통해 피해 청소년이 경험하는 신체적, 정서적, 사회적 고통을 해소시켜 줄 필요가 있다. 또한 피해 청소년이 스트레스를 조절하고 공격성을 해소할 수 있도록 도움을 줄 필요가 있으며, 공격성 고위험군에 속하는 청소년들에게는 전문 상담기관으로의 연계가 필요하다.

The Mediating Effect of Perceived Social Support between Perceived School Belonging and School Adjustment of Adolescents of Multicultural Families: Focused on Supporters and Support Types

The Mediating Effect of Perceived Social Support between Perceived School Belonging and School Adjustment of Adolescents of Multicultural Families: Focused on Supporters and Support Types

Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement.

Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school.

Relationships between Parental Support and Monitoring and School Adjustment in Adolescents from Multicultural Families: Mediating Role of Ego-Resilience

본 연구는 어머니의 한국어능력을 통제한 상황에서 부모의 지지 및 감독이 다문화 청소년의 학교생활적응에 미치는 직접적인 영향과 자아탄력성의 매개효과를 살펴보았다. 본 연구대상은 다문화 가정의 중학교 1학년 자녀로, 한국청소년정책연구원의 다문화 청소년 패널자료 중 어머니가 외국인이고 아버지가 한국인인 국제결혼가정 중학교 1학년 자녀의 자료(1,325명)를 사용하여 분석하였다. 구체적으로, 연구대상 자료에 대해 IBM SPSS 25.0 및 AMOS 25.0 프로그램을 사용하여 기술통계, 상관관계, 일원분산분석, 구조방정식모델 분석이 이루어졌다. 본 연구결과를 요약하면 다음과 같다. 첫째, 부모의 지지 및 감독은 다문화 청소년의 학교생활적응에 직접적으로 정적인 영향을 미쳤으며, 특히 부모의 지지가 다문화 청소년의 학교생활적응에 미치는 영향력이 부모 감독의 영향력에 비해 큰 것으로 나타났다. 둘째, 다문화 청소년의 자아탄력성은 부모의 지지 및 감독과 학교생활적응 간의 관계를 모두 매개함으로써 부분 매개효과가 제시되었다. 마지막으로 본 연구결과 다문화 가정 중학교 1학년 자녀의 학교생활적응에 있어 부모의 양육행동 및 자아탄력성의 영향이 규명됨에 따라 다문화 청소년의 자아탄력성 수준을 높이고, 학교생활적응을 지원하기 위해 학교와 지역사회기관이 연계한 부모교육 실시의 필요성 및 가정과 교과의 역할을 제시하였다.The present study examined the direct effects of parental support and monitoring on multicultural adolescents’ school adjustment and the mediating role of ego-resilience in the relationships, under the condition of controlling foreign mothers’ Korean language abilities. We used data from 1,325 1st grade middle school students from multicultural families, who participated in the Multicultural Adolescent Panel Survey(MAPS) administered by the National Youth Policy Institute(NYPI). Structural equation modeling analysis revealed the following: parental support and monitoring directly and positively related with multicultural adolescents’ school adjustment, and the direct effect of parental support on the school adjustment of multicultural adolescents was greater than that of parental monitoring. In addition, the adolescents’ ego-resilience partially mediated the relationships between parental support and monitoring, and their school adjustment. Finally, we recommended the roles of parent education and home economics education in supporting school adjustment and elevating ego-resilience in multicultural adolescents.

Relationship among the Self-Esteem, Community Spirit, and School Adjustment of Adolescents: Focusing on the Mediating Effect of Multicultural Acceptability

청소년시기의 학교적응은 청소년의 지적 발달과 사회 구성원으로서 원활한 성장을 하기 위한 필수요소이다. 학교적응 향상을 위해 자신에 대한 긍정적인 인식과 정서적 유대감을 함양하는 것이 중요하다. 이에, 본 연구는 청소년의 자아존중감과 공 동체의식이 학교적응에 어떠한 영향을 미치는지 다문화수용성을 매개로 알아보고자한다. 연구목적에 따라 한국아동·청소년패널조사 초1 패널, 초4 패널의 7차년도 자료를 활용하였으며 2016년도 중학교 1학년 학생 1999명, 고등학교 1학년 학생 1962명 의 청소년을 대상으로 분석하였다. 중·고등학생들의 자아존중감, 공동체의식, 다문화수용성, 학교적응의 차이를 알아보기 위해 독립표본 t검정을 실시한 결과, 자아존중감, 공동체의식, 학교적응은 차이가 있었으나 다문화수용성은 통계적으로 유의한 차이가 나타나지 않았다. 또한 구조적 관계의 분석 결과, 중·고등학생 모두 자아존중감과 공동체의식은 직·간접적으로 학교적응에 효과가 있었다. 마지막으로, 본 연구의 결과는 각 발달에 따라 학교급 별로 청소년에게 더 중요한 가치와 신념을 세우고 진로탐색 및 결정을 도울 수 있다. 또한, 다양한 환경에서 공유와 소통 관계를 가지고 바람직한 학교생활을 통하여 사회 공동체로서 확고한 역할을 할 수 있도록 시사점을 제공하고자 한다.

The Effects of Neglect from Parents on School Adjustment of Adolescents: Focusing on the mediating effects of Peer Attachment

The Effects of Neglect from Parents on School Adjustment of Adolescents: Focusing on the mediating effects of Peer Attachment

아동청소년의 공동체의식과 학교적응의 관계 : 정서문제의 매개효과

본 연구의 주요 목적은 아동청소년의 학교적응 수준이 발달시기별로 차이가 있는지를 알아보고, 공동체의식이 학교적응과 정서문제에 영향을 미치는지와 정서문제가 공동체의식과 학교적응의 관계를 매개하는지를 규명하여 학교적응을 향상시키기 위한 예방 및 개입 방안의 토대를 마련하는 것이다. 이를 위해 한국청소년정책연구원이 실시한 한국아동‧청소년패널조사 자료 가운데 초4패널 3차(2012년 초6), 5차(2014년 중2), 7차(2016년 고1) 자료를 활용하였으며 연구모형의 변인에 결측치가 없는 3차 2,198명, 5차 2,068명, 7차 1,965명의 아동청소년을 분석대상으로 하였다. 구조방정식모형을 활용하여 공동체의식, 정서문제, 학교적응의 관계구조를 확인하였다. 연구결과를 요약하면 첫째, 아동청소년의 학교적응 수준은 중2 때 가장 낮았으며 고1 때 가장 높았다. 둘째, 공동체의식은 정서문제와 학교적응에 영향을 미치는 것으로 나타났다. 셋째, 공동체의식과 학교적응의 관계에서 정서문제가 매개하는 것으로 나타났으며 매개효과를 분해하였을 때 정서문제는 부분매개인 것으로 밝혀졌다. 연구결과를 바탕으로 실천적 함의를 제시하였다.

Mediating Effects of Self-esteem on the Convergent Relationship between Respect for Human Rights and School Adjustment of Adolescents

Mediating Effects of Self-esteem on the Convergent Relationship between Respect for Human Rights and School Adjustment of Adolescents