School Adaptation Research Articles

The Learning, Social and Emotion Adaptation Questionnaire-Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder.

Students with autism spectrum disorder (ASD) studying in mainstream classrooms have diverse adjustment difficulties in learning, social interaction, and emotion regulation. It is crucial to identify the areas these students find most challenging so that teachers can provide training and support accordingly. We therefore developed, examined, and provided norms for the Learning, Social and Emotion Adaptation Questionnaire‐Short Form (LSEAQ‐S), a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students in Hong Kong. Teachers completed the LSEAQ‐S for three samples of 2,298, 2,690, and 3,305 students with ASD from 204 schools and a sample of 1,869 students without ASD from 112 schools. Our study showed that an 11‐factor structure best describes the LSEAQ‐S, which has high internal consistency and good convergent validity examined with the Social Responsiveness Scale‐Second Edition (SRS‐2). Normative data of the LSEAQ‐S stratified by gender and grade (grades 1 to 3; grades 4 to 6) are presented. Gender and grade differences were found, with girls with ASD lagging behind their same‐gender peers in related skills more than boys with ASD did, across both grade levels and especially in senior grades. The LSEAQ‐S, together with its normative data, can reveal students' difficulties and needs, inform intervention priorities, and help monitor training progress.Lay SummaryThis study introduces the Learning, Social and Emotion Adaptation Questionnaire‐Short Form (LSEAQ‐S), a teacher report instrument developed in Hong Kong measuring school adaptation of students with autism spectrum disorder (ASD) in mainstream primary schools. The measure helps education personnel identify behaviors in which a student falls behind his/her peers and facilitate training and support targeting those behaviors. Autism Res 2021, 14: 959–972. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC.

초등학생의 학교적응수준에 미치는 영향 요인 연구

This study explores the variables that affect school adaptation, focusing on the school adaptation type of elementary schoolchild. To this end, it was analyzed 2,067 of sixth grade of elementary school in the sixth data of Korean children and youthes panel. The analysis results showed that, first, the types of school adaption in elementary schoolchild through Latent profile were classified into the relative non-adaption group with all low indicators, the average adaptation group with a medium level, and the relative high-adaption group with all high indicators. Second, the multinomial logistic regression analysis was carried out to identify the characteristic variables affecting each types. As a result, the higher the economic level of female students, the lower the dependence of mobile phones and aggression, the higher the probability of being included in the average adaptation group than the relative non-adaptation group. In addition, it was analyzed that the higher health status and economic level, communication, and trust of female student, the higher the probability of being included in the relatively highly adapted group compared to the relative non-adapted group. Finally, it was analyzed that the higher the health status, economic level, communication, and trust, and the lower the dependence of mobile phones, aggression and neglect, the higher the probability of being included in the relatively high adaptation group compared to the average adaptation group. Based on these results, it provides the implication for this study, and suggests its limitations and follow-up studies.

부모의 방임 및 학대와 학교적응의 종단적 관계 연구: 자아탄력성, 사회적 위축, 우울의 매개효과

본 연구에서는 부모의 방임 및 학대와 학교적응 간의 관계에서 자아탄력성, 사회적 위축, 우울의 매개효과를 검증하였다. 연구를 위해 한국아동ㆍ청소년패널조사 초4 패널자료중 3차(초6), 4차(중1), 5차(중2), 6차(중3)년 자료를 사용하였다. 연구방법은 구조방정식 모형을 활용하여 분석되었으며, 분석 결과는 다음과 같았다. 첫째, 초6 시기의 부모의 방임과 학대경험은 중1 시기의 자아탄력성을 매개하여 중3 시기의 학교적응에 영향을 미치는 것으로 나타났다. 둘째, 초6 시기 부모의 방임과 학대경험은 중2 시기의 우울을 매개하여 중3 시기의 학교적응에 영향을 미치거나, 중2 시기의 사회적 위축과 우울을 이중매개 하여 중3 학교적응에 영향을 미치는 것으로 확인되었다. 셋째, 초6 시기의 부모의 방임과 학대경험은 중1 시기의 자아탄력성, 중2 시기의 사회적 위축과 우울을 순차적으로 매개하여 중3 시기의 학교적응에 영향을 미치는 것으로 나타났다. 이러한 결과는 청소년 학교적응을 높이기 위한 방법으로 자아탄력성을 높이고 우울과 사회적 위축을 감소시킬 수 있는 방법을 고려해야 함을 시사한다. 마지막으로 연구결과를 바탕으로 연구의 의의와 제한점, 시사점에 대해 논의하였다.

초기 청소년의 학업스트레스와 학교생활적응의 관계에서 학업탄력성의 매개효과

초기 청소년의 학업스트레스와 학교생활적응의 관계에서 학업탄력성의 매개효과

청소년의 체험활동과 공동체의식 및 학교적응의 관계

청소년의 체험활동과 공동체의식 및 학교적응의 관계

Getting ahead while retaining ethnic salience: educational mobilities, class, and empowerment of a Tibetan student in China

ABSTRACT Adopting empowerment as a theoretical lens, this paper examines how a combination of structural (particularly class background) and individual factors (particularly empowering agents and a strong personal will to achieve) have contributed to school success and ethnic identity formation of minority students in China. Our longitudinal study on a Tibetan student (Dolma) from middle-class background who completed seven-year dislocated secondary schooling and four-year undergraduate studies in China’s interior (Neidi) suggests the complexity and lack of institutional empowerment in every-day schooling. Although the implementation of preferential policies has expanded educational opportunities for ethnic minorities, the systemic failure to acknowledge the ethnic capital of minority groups at large accounts for the struggles along Dolma’s educational mobilities. Thanks to two teachers who acted as empowering agents, Dolma’s school adaptation in neidi was made less bumpy. While parental involvement was largely missing during the dislocated secondary schooling, her middle-class background greatly facilitated Dolma’s social adaptation and educational success in undergraduate and postgraduate studies. With a strong will to represent Tibetan culture appropriately to the mainstream society, Dolma gradually learned to get ahead while retaining her ethnic salience. This study calls for more culturally reflexive policy changes to achieve institutional empowerment of ethnic minority students.

Possible Relationship Between Sense of Coherence and Adolescents’ School Adaptation Through Empathy and Parenting: A Moderated Mediation Model

Recent research has shown that internal factors are important predictors of adaptation, but little research has studied the relationship between a sense of coherence and school adaptation. The present study examined the mediating and moderating mechanisms underlying this relationship. A total of 1,072 middle students completed self-report questionnaires assessing their sense of coherence, fathers’ and mothers’ parenting, empathy, and school adaptation. The results indicated that a sense of coherence was positively associated with school adaptation. A mediation analysis indicated that empathy mediated the relationship between a sense of coherence and school adaptation. Furthermore, both the effect of a sense of coherence on school adaptation and the effect of a sense of coherence on empathy were moderated by positive parenting. The present study contributes to a better understanding of how and when a sense of coherence promotes adolescents’ school adaptation.

The Relationship among Adolescents' School Adaptation, Parent’s Neglecting Attitude, and Mobile Phone Dependence: A Multivariate Latent Growth Model

본 연구는 부모의 방임적 양육태도, 휴대전화의존도, 학교적응의 시간에 흐름에 따른 발달양상 및 종단적인 영향 관계를 탐색하고 주요 핵심 세 변인 간의 종합적인 관계를 명확히 하는 것에 목적을 두고 수행되었다. 이를 위해 한국아동·청소년패널조사2010의 초등학교 4학년 패널이 초등학교 5학년이 되는 시점인 2차(2011년)부터 중학교 2학년이 되는 시점인 5차(2014년)까지 매년 1회씩 4년간 조사된 총 2,378명의 동일종단패널 자료를 활용하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 부모의 방임적 양육태도, 휴대전화 의존도, 청소년의 학교적응은 변인별로 시간의 흐름에 따른 발달궤적 및 개인차가 나타났다. 둘째, 학교적응 초기치에는 부모의 방임적 양육태도 초기치와 휴대전화 의존도 초기치가 부적인 영향을 미쳤으며 학교적응 변화율에는 부모의 방임적 양육태도 변화율과 휴대전화의존도 초기치와 변화율이 부적으로 영향을 미치는 것으로 나타났다. 또한, 휴대전화의존도 초기치에는 부모의 방임적 양육태도 초기치가 정적으로 유의한 영향을, 휴대전화의존도 변화율에는 부모의 방임적 양육태도 변화율이 정적영향을 미치는 것으로 확인되었다. 마지막으로, 휴대전화 의존도는 부모의 방임적 양육태도와 청소년의 학교적응 간의 종단적인 관계를 매개하는 것으로 나타났는데, 휴대전화 의존도 초기치는 부모의 방임적 양육태도 초기치와 학교적응 초기치 간의 관계를 부분 매개하는 것으로 확인되었으며 휴대전화 의존도 초기치는 부모의 방임적 양육태도 초기치와 학교적응 변화율 사이를 완전매개하였다. 또한, 휴대전화 의존도 변화율은 부모의 방임적 양육태도 변화율과 학교적응 변화율 간의 관계를 부분 매개하는 것으로 나타났다. 따라서, 이러한 본 연구의 결과를 토대로 청소년들의 지속적인 학교적응을 위해서는 학교현장과 사회적 차원에서 부모의 방임적 양육태도, 휴대전화의존도를 종합적으로 고려할 필요성을 시사하였다.

다문화가족 청소년의 학교적응과 부모의 역할: 학교급별 차이를 중심으로

다문화가족 청소년의 학교적응과 부모의 역할: 학교급별 차이를 중심으로

Movie-utilized collective counseling for youths in crisis Effect of School Adaptability and Self-esteem

Movie-utilized collective counseling for youths in crisis Effect of School Adaptability and Self-esteem

Beyond School Engagement: School Adaptation and Its Role in Bolstering Resilience Among Youth Who Have Been Involved with Child Welfare Services

School adaptation is a critical risk or resilience factor for at-risk youth. The overall aim was to improve our conceptualization of school adaptation as a risk or resilience factor for youth in contact with the child welfare system. We hypothesized that school adaptation includes a range of indicators that would distinguish youth into meaningful groups, that group membership is related to known risk factors, and that school adaptation groups predicts mental health functioning. Participants included 2668 youth in contact with the child welfare system following an investigation for alleged maltreatment. Youth, teachers, caregivers, and caseworkers provided relevant information. Patterns among school adaptation indicators were determined via latent profile analysis, relationships between latent profiles and child welfare risk factors were determined using multinomial logistic regression, and relationships between profiles and later mental health were explored using hierarchal linear regression. Latent profile analysis supported the interpretation of four profiles of school adaptation, including a high overall adaptation group, a moderate overall adaptation with somewhat poor behavior group, a low overall adaptation with poor behavior group, and a low overall adaptation with good behavior and low emotional/cognitive engagement group. School adaptation profiles were related to some demographic variables but were largely independent of child welfare indicators. Maltreatment severity predicted profile membership overall, but differences between groups were not significant. Maltreatment severity and profile membership predicted youth mental health functioning 3 years later. For youth involved with child welfare services, profiles of school adaptation appear to be better predictors of mental health outcomes than type, substantiation, or severity of maltreatment, demonstrating the important protective role of school in the lives of at-risk youth.

A School-based adjustment program based on ecological approach for ımmigrant students in primary schools living in Turkey

In this study, it is aimed to present a framework for a school-based adjustment program for immigrant students living in Turkey and at primary school level. Adjustment to school is one of the priority needs of immigrant students. School adjustment is a structure that involves many dimensions and is influenced by many factors. Therefore, in the draft program proposed in the study, Ecological System Approach was taken as the basis for effectively addressing the multidimensional structure of school adaptation. As the draft program is based on the ecological system approach, the program aims to provide students, teachers, parents and community (local government, civil society, etc.). In this program, activities related to ecological system approach are planned for organism, microsystem, mesosystem and exosystem steps. It is aimed to increase the adjustment of immigrant students to the school with the program presented in the framework and thus to increase their social harmony and to be healthy and productive individuals in the future by meeting their developmental needs. It is also considered that the program proposal meets a significant need for teachers, parents, and school administrators, especially for immigrant students.

Emotional separation, parental trust, and psychosocial adjustment in preadolescence and early adolescence

IntroductionEmotional separation and parental trust are two fundamental components of parent-adolescent relationships across different cultural contexts. Previous research showed that emotional separation hindered adolescents’ psychosocial adjustment, while parental trust benefited it. However, research on preadolescence is lacking. Preadolescence is a crucial period, as theories and findings suggest that too early autonomy around puberty had negative consequences for psychosocial adjustment. This study focused on preadolescence and early adolescence and tested two hypotheses: that emotional separation would be negatively, and parental trust would be positively, associated with psychosocial adjustment, and that this pattern of associations would be more salient in preadolescence than in early adolescence. MethodsParticipants were 856 preadolescent elementary schoolers (49.6% girls; age range 9–12 years, Mage = 10.79, SD = 0.92) and 518 early adolescent junior high schoolers (47.7% girls, age range 12–15 years; Mage = 13.56, SD = 0.98) in Japan, who completed measures of emotional separation, parental trust, and psychosocial adjustment (industry, school adaptation, and daily life behaviors). ResultsEmotional separation was negatively associated with reviewing learning contents and doing homework. Parental trust was positively associated with industry, school adaptation, waking up at regular times, and observing rules at school. These relationships did not differ between age groups. ConclusionsThis study highlights that emotional separation has a negative relationship, and parental trust has a positive relationship, with psychosocial adjustment throughout preadolescence and adolescence.

Expectations and realities of freshmen -Focusing on school adaptation and faculty presence-

Expectations and realities of freshmen -Focusing on school adaptation and faculty presence-

International students’s stressors and adaptation of language schools in Japan.

International students’s stressors and adaptation of language schools in Japan.

The Effects of Social Competence on Child happiness in Transitional Period : Focused on the Mediating Effect of School Adaptation

The Effects of Social Competence on Child happiness in Transitional Period : Focused on the Mediating Effect of School Adaptation

The Effects of Cultural Adaptation Stress and Ego-Resilience on School Adaptation of Multicultural Families: Middle School Students in Multicultural Families

The Effects of Cultural Adaptation Stress and Ego-Resilience on School Adaptation of Multicultural Families: Middle School Students in Multicultural Families

Entre dos Sistemas: los Jóvenes Tutelados en Acogimiento Residencial con Medidas Judiciales

Youths in residential care (RC) are over-represented in the population of juvenile offenders. Some authors consider that entering the protection system is a risk factor for developing criminal behavior, whereas others consider that the two groups (non-offenders and offenders in RC) only share risk factors. The objective of this study is to compare profiles of youth in RC according to whether or not they have received judicial measures. The sample consists of 281 young people in RC, of whom 35 (12.4p) were juvenile offenders. Files were analyzed and the results indicate that young offenders in RC were older when they entered the protection system, had exerted violence against their parents, who could not control them, and had consumption and school adaptation problems. These results are discussed in the light of existing literature.

키워드 네트워크 분석을 통한 국외 성취정서 연구의 지식구조 분석

This study aimed to find out the intellectual structure of achievement emotions research using a keyword network analysis method. To this end, keywords related to achievement emotions published in overseas journals were collected from 2000 to 2019 and keyword networks were analyzed. The analysis results are as follows. First, the overall structure of the study of foreign achievement emotion tends to be concentrated in main keyword, and it shows the characteristics of a small-world network where the whole can be closely connected to each other by main keyword. Second, the main keyword of research on overseas achievement emotions were achievement emotions , academic achievement , learning motivation and mathematics were keyword with high centrality. Third, the study of overseas achievement emotions has 13 sub-structures. These are academic achievement, scale, learning motivation, computer based learning, learning, teacher support, teaching skill, domain specificity, parents support, teacher emotion, social cognitive, school adaption and psychological aspect. Lastly, the study of foreign achievement emotion had a dynamic change with time, and it was possible to visually confirm that the research area was expanding by adding various keywords. Based on the research results, discussions and implications for the expansion of the intellectual structure of future domestic achievement emotions research were presented.

CONVERSION STRATEGIES FOR DUTCH PRIMARY SCHOOLS: PRACTICE AND REFINEMENT

Handbooks on strategic real estate management are generally based on four strategies for functional adjustment of the building: conversion, expansion, renovation and adaptive reuse. And on a strategic level, this classification in adjustment strategies does work for real estate in general. But when looking at Dutch primary schools as a specific type of real estate, reality can be and is more nuanced. Other accommodation strategies came to the fore in a study into the spatial adaptation of primary schools and children’s centres in the Netherlands. An analysis of 100 school buildings studied in the Atlas of School Building (published in Dutch as Scholenbouwatlas) revealed that nine main strategies were prevalent in practice. This refinement of the strategies fits (better) with integrated conversion actions of primary schools in which several aspects are solved together. In the following article these strategies are analysed and discussed in a theoretical context. The conclusion of the analyses is that the existing general models in the strategic handling of the building stock in the case of specific real estate of primary schools can be refined.