School Adjustment Research Articles

지역아동센터 이용 아동의 부모-자녀 의사소통 시간이 학교적응에 미치는 영향

The purpose of this study is to test the mediating effect of social atrophy on the effect of parent-child communication on school adjustment among children using local children's centers. For this purpose, regression and mediation analysis models were tested using data from the 6th grade of the 3rd panel data year (2020) of the Regional Children's Center Child Panel Survey. The results showed that parent-child communication time was positively related to school adjustment among children using community children's centers, and social withdrawal had a significant mediating effect on the relationship between school adjustment and parent-child communication. Based on these results, it is suggested that parental education for positive communication can help children overcome school adjustment problems.

아동의 그릿(Grit)이 학교적응에 미치는 영향에서 행복감과 집행기능곤란의 이중매개효과

This study was to investigate the dual mediating effects of happiness and executive functiondifficulty on the relationship between children's grit and school adjustment. The subjects of thisstudy were 1,397 children in 6th grade of elementary school. The data were drawn from the13th(T5) wave data(2020) of the Panel Study on Korean Children (PSKC). Data processing wasperformed using the IBM SPSS 26 program and Hayes (2013) Macro Process (Model 6) for thecorrelation and dual mediating effect among relevant variables. The results of study are asfollows. First, children's grit had a direct effect on school adaptation in a path model includingchildren's happiness and executive function difficulties. Second, happiness mediated the effectof children's grit on school adaptation. Third, executive function difficulties mediated the effectof children's grit on school adaptation. Fourth, the effect of children's grit on school adaptationwas double mediated in the order of happiness and executive function difficulties. Inconclusion, children's grit could positively influence children's school adjustment by sequentiallyaffecting the emotional factor of happiness and the cognitive behavioral control factor ofexecutive functioning difficulties. Limitations of the study and suggestions were discussed.

Facilitating Inclusive School Adjustment for Students with Autism: Challenges and Intervention Strategies

Inclusive education, which seeks to ensure equitable opportunities for all students regardless of differences or disabilities, has emerged as a crucial area of focus in the field of education. With increasing numbers of individuals with autism being integrated into inclusive schools, understanding the challenges they face in achieving school adjustment has become a pressing concern. In this article, we comprehensively consider the issue of school adjustment from the aspects of academic, interpersonal, and emotional adjustment, and analyze the literature on the school adjustment of autism spectrum disorder students. We discuss the main adjustment issues that autism spectrum disorder children face in inclusive schools, and provide some effective intervention strategies. The aim of this article is to offer insights and recommendations for improving the quality of inclusive education for autism spectrum disorder students.

Social Competence of Omani Students with Learning Disabilities from their Teachers’ Perspectives

This research aims to identify the level of social competence among students with learning disabilities (LDs) from their teachers’ perspectives. The research sample consisted of 840 students with LDs enrolled in the resource room program (RRP) and general education classrooms (GECs) in Oman. Their RRP and general education teachers responded to the social competence scale. This scale consisted of 43 items distributed on three subscales related to teacher-preferred social behavior, peer-preferred social behavior, and school adjustment. The results indicated that the level of social competence was generally moderate among the students, but that this level was influenced by the educational alternative. The students enrolled in GECs had a higher level of social competence than their peers who had been referred to the RRP. The results also showed that there were statistical differences on the school adjustment subscale in favor of male students enrolled in GECs, and differences in favor of female students referred to the RRP on all social competence subscales.
 Keywords: Social competence; students with LDs; teachers of students with LDs; social behavior; social adjustment.

Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment

This study examines the relationship between parental involvement and academic achievement among adolescents and potential mechanisms underlying this relationship. Using data from six waves of the Korean Children and Youth Panel Survey, this study estimated fixed effects models to account for individual-level heterogeneity. Sobel mediation tests were employed to examine the mediating roles of four aspects of school adjustment, namely: (a) academic engagement, (b) compliance with school rules, (c) positive peer relationships, and (d) positive teacher–student relationships. Results revealed that parental involvement is positively associated with adolescents’ academic achievement ( b = 0.172). Proposed mechanism variables explain approximately 68.6% of the association, with academic engagement being the most salient pathway. The findings highlight the importance of parental involvement in helping adolescents adjust to school environments and improve their academic performance.

School Adjustment in the Early Years: Children's Social-Emotional Problems in Different Countries and Applied Solutions

School Adjustment in the Early Years: Children's Social-Emotional Problems in Different Countries and Applied Solutions

A longitudinal study of school adjustment among children attending Reggio-inspired preschools

The goal of this study was to track the progress of Italian children at risk for school failure enrolled in preschools based on the Reggio-Emilia approach. Risk factors considered included family socioeconomic status (SES), child receptive language, and child gender. Participants were 211 children (Mage = 60.8 months, 116 girls) in Reggio-inspired preschools in Genoa, Italy. The sample was followed over six time points starting from the last year of preschool (ages 5–6 years) through the end of the second year of elementary school. We examined trajectories of school liking, teacher–child relationships, and teacher-rated language/mathematics. Trajectories of at-risk children were predominantly indistinguishable from those of the full sample. Children at risk because of lower SES and poorer receptive language (but not gender) were rated by teachers as more dependent than children not identified as at risk. Contrary to expectations, children of mothers from low-SES backgrounds liked school more than the rest of the sample.

중도입국 초등학생의 문화적응 스트레스와 학교적응의 관계

Objectives The purposes of this study were to verify whether self-esteem of immigrant students in elementary school moderates the negative indirect relationship between acculturative stress and school adjustment via Korean proficiency and social support (parents, teachers, and friends), respectively.
 Methods This study used the data of 138 immigrant students in elementary school from the 2nd data (2020) of the 2nd Multicultural Adolescents Panel Study (MAPS). We analyzed the mediation, moderation, and moderated mediation effects after calculating descriptive statistics and correlation coefficients of focal variables with reliability of instruments using SPSS 23.0 and PROCESS Macro v3.5.
 Results The results are as follows: First, the acculturative stress of immigrant students in elementary school had a significant negative effect on school adjustment. Second, their teacher support and friend support negatively mediated the relationship between acculturative stress and school adjustment. Third, their self-esteem moderated the relationship between Korean proficiency and school adjustment and between friend support and school adjustment. Fourth, their self-esteem moderated the mediating effect of Korean proficiency and friend support on the relationship between acculturative stress and school adjustment.
 Conclusions When supporting school adaptation of immigrant students in elementary school, activities that reduce accultural stress, leverage friend support, and promote self-esteem should be included.

창의적 학교 환경 인식이 학업적 자기효능감과 학교적응을 매개로 학업수행능력에 미치는 영향

This study aimed to examine the impact of perceiving a creative school environment on academic performance, mediated by academic self-efficacy and school adjustment. Data from the 12th annual Panel Study on Korean Children (PSKC) were utilized, and a structural equation analysis was conducted on a sample of 1,398 fifth-grade elementary school students. The findings of the study are as follows. First, creative school environment perception and school adaptation did not have a significant impact on academic performance; however, academic self-efficacy exerted a static influence on academic performance. Second, both creative school environment perception and academic self-efficacy had a static impact on school adaptation. Third, it was confirmed that creative school environment perception is influenced by academic self-efficacy. Based on these findings, this study suggests that the importance of academic self-efficacy and the need to provide experiences through school learning activities that fulfill academic self-efficacy. Efforts should be directed toward creating a classroom atmosphere and designing learning activities that facilitate the cultivation of these aspects.

Effects of Participation in Cultural Arts Education on Children’s Self-Efficacy, School Adjustment, and Self-Resilience - Focusing on the GS Retail and KFHI Rainbow Box project-

Effects of Participation in Cultural Arts Education on Children’s Self-Efficacy, School Adjustment, and Self-Resilience - Focusing on the GS Retail and KFHI Rainbow Box project-

YATILI BÖLGE OKULU ÖĞRENCİLERİNİN UYUM SORUNLARININ PSİKOLOJİK DANIŞMAN GÖZÜYLE DEĞERLENDİRİLMESİ

The aim of this qualitative study is to explore students’ adaptation problems at regional boarding schools from the perspective of the school’s psychological counselors. Focus group discussions were carried out with eight psychological counselors working at different regional boarding schools in Türkiye. The results showed that the reasons for adaptation problems of regional boarding school students can be grouped under three main themes. These themes encompass students' separation from their families, the change in living conditions, and the emotions they feel about other students' lives. Furthermore the results showed how these problems can be identified under five main themes; and it was noteworthy that these themes encompass both students' deliberate actions and actions they unconsciously carry out. The study also offers insights into addressing these problems through four main themes. These themes have demonstrated the importance of counseling services, students' sense of belonging and unity, and the significance of having similar experiences. Based on the research findings, recommendations were made to develop school orientation psychoeducation programs, integrate the peer counseling system into school adjustment studies, and design studies that examine the risky behaviors of regional boarding school students in depth.

Longitudinal Effects of Parenting Behavior of Early Childhood Mothers on School Adjustment of 1<sup>st</sup> Grade Elementary School Children

Longitudinal Effects of Parenting Behavior of Early Childhood Mothers on School Adjustment of 1<sup>st</sup> Grade Elementary School Children

Profiles of adverse childhood experiences (ACEs) and psychosocial adjustment in South Korea: Comparison between probation and non-probation youth

BackgroundAdverse Childhood Experiences (ACEs) are risk factors affecting adolescent psychosocial adjustment. Youth involved in the juvenile justice system are more likely to have ACEs, but few studies have investigated this topic outside the western context. ObjectiveThis study aims to (1) compare latent profiles of ACEs among probation and non-probation youth in South Korea and (2) examine which profiles pose the greatest risk of maladaptive psychosocial adjustment (offline risk-taking, online risk-taking, school adjustment, and happiness). Participants and settingSouth Korean data adopting survey questions from the Fourth International Self-Report Delinquency Study was analyzed. Adolescents with complete information on regression covariates were included (non-probation: 1846/probation: 368). MethodsLatent profile analysis was utilized to identify distinctive patterns of ACEs. Multiple linear regression and logistic regression were performed to predict the maladjustment experiences of each latent subgroup. ResultsFour ACE profiles emerged for probation and non-probation samples. Three profiles were common (i.e., emotional/physical abuse, emotional neglect, high maltreatment/domestic violence) and one profile was unique (high maltreatment with family dysfunction for the probation sample; moderate maltreatment for the non-probation sample). In the probation sample, compared to the emotional neglect group, the other three profiles showed poorer adjustment in at least one domain. In the non-probation sample, profiles with high emotional/physical abuse and high maltreatment/family dysfunction had poorer outcomes than the emotional neglect group. ConclusionsThese findings indicate the need for a comprehensive approach toward adolescents and their family environments for preventing delinquency and promoting positive youth adjustment.

Good Muslim, Bad Muslim: Muslim Refugee Youths’ Identity Development and Civic Engagement in School-Based Settings

Schools have been considered critical institutions for refugee youth. However, Muslim refugee youth experience challenges navigating schools during an increasingly hostile sociopolitical climate for Muslim people. Drawing on the adolescent development framework, this phenomenological study explores how school-based experiences help to shape Muslim refugee youths’ identities. In-depth interviews were conducted with 15 refugee youth who attended high schools in Chicago. Findings highlight how Muslim refugee youth expressed negative feelings of school and overall adjustment to their local communities due to stereotypes or perceptions of them being “terrorists” or “violent,” which often translated into discrimination and bullying directed at them at the school level. Second, Muslim refugee youth expressed a desire to be civically engaged in their schools and communities to demonstrate their capacity to be “good citizens” or active participants with a high moral compass. Recommendations are offered on how to support Muslim refugee youth in school settings.

Evaluating the impact of human rights education on the adjustment of Greek primary school students.

Human rights education has an encouraging effect on children's school routine. The aim of the present study was to investigate the effectiveness of a 12-session transformative human rights education intervention in improving children's school adjustment. Participants were 340 Greek primary school students assigned to intervention group (n = 187) and control group (n = 153). All members completed a written questionnaire 1 week before the implementation of the intervention, measuring their knowledge of human rights, school engagement, perceptions of the school environment, interpersonal relationships, empathy and perceptions, attitudes and feelings towards school. The completion process of the same questionnaire was repeated 1 week after the termination of the intervention and 4 months later. The results showed that the intervention was particularly beneficial as the intervention group members demonstrated a significant increase in their knowledge of human rights, school engagement, perceptions of the school environment, empathy and school liking, while experiencing a significant decrease in school avoidance and loneliness. Members of the control group did not report any significant improvement over time. The study's implications for future research on school-based human rights interventions are discussed.

Homophilic social networks and school adjustment among primary school pupils: Results and implications from a Zimbabwean study

Social network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.

The Attachment Relationship and Effects of Parent-Child Separation on School Adjustment

The attachment relationships developed by children towards their parents in the first years of life will be the stage on which all manifestations and physiological, emotional, cognitive functioning, social experiences, language development, acquisition of a sense of self and world will take place. These bonds create psychological structures that provide individuals with lifelong adaptive capacities, security, and confidence in relation to the attachment figure -the representative adult (Bowlby, 1969; Bretherton, 1992; Groh et al., 2017). Childhood is the setting in which emotional stability, the security offered by the presence of the adult, provides the premises for personality development. The temporary separation of children from their parents who choose to emigrate produces psycho-affective, social and educational imbalances. Our study investigated the relationship between parental attachment style and adaptive difficulties in the educational environment of children left at home after parental emigration. Statistical results indicate that school adjustment of children with emigrating parents is statistically significantly predicted by attachment style.

Opinions of Resident Foreign Parents Living in Antalya on The Turkish Learning Process

The aim of this study is to examine the views of parents on foreign children's language, school adjustment and social skills by considering the level of certain different skills in the educational environment of foreign children included in the education system. In the research, the qualitative research method depending on the situation pattern was used and the opinions of the parents of 20 foreign children were taken. Interviews were conducted through a semi-structured interview form, and direct quotations were included in the study. Expert opinions on the relevant measurement tool were received and five questions were asked within the scope of the research. The parents of 20 students studying at primary and secondary schools in the city of Antalya were determined according to the criterion sampling method. Content analysis method was used in the analysis of the data. Content analysis; coding of the data, finding the themes, arranging the codes and themes, defining and interpreting the findings took place in four stages. According to the results of the research, the parents stated that the most important factor that negatively affects the language, school adaptation and social skills of foreign students is not knowing Turkish. For this reason, it has been stated that in order to improve the social skills of foreign students, it is necessary to teach Turkish to all foreign students first, and then move on to other skills training.

인지속도부진(SCT)성향 초기 청소년의 부모애착과 학교적응의 관계에서 자아정체감과 학업적 실패내성의 직렬다중매개효과

인지속도부진(SCT)성향 초기 청소년의 부모애착과 학교적응의 관계에서 자아정체감과 학업적 실패내성의 직렬다중매개효과

지역아동센터 이용 아동의 학교생활적응과 감사성향, 자아존중감, 자기조절능력의 구조적 관계

지역아동센터 이용 아동의 학교생활적응과 감사성향, 자아존중감, 자기조절능력의 구조적 관계