School Maladjustment Research Articles

학교생활부적응 청소년의 학교생활적응을 위한 집단예술심리치료에서의 KSD 질적 사례분석

본 연구는 학교생활부적응 청소년들을 대상으로 집단예술심리치료 프로그램에 참여한 후 이 들의 학교적응 변화를 살펴보고자 하였다. 특히, 미술, 언어, 놀이라는 예술적인 방식을 사용하 여 시간과 공간의 분명한 경계를 가진 집단예술심리치료 경험의 본질을 파악하는데 중점을 두 었다. 연구참여자들은 청소년 K시의 중학생 11명으로 주 1회 80분간 총 12회기의 프로그램을 시행하였다. 먼저 전문가 5인들에 대한 평정자 간의 일치도를 검증하여 검사의 신뢰도를 확보 하였다. 이후 KSD 점수체계를 적용하여 그림형식 분석을 실시한 후, 6개의 질문을 Shake(1995)의 본질적 사례연구 기법을 활용하여 사례별로 분석하였다. 그 결과, KSD 그림형 식의 세 가지 범주 중 활동 차원과 그림특성 차원은 표정을 비롯한 신체 형태에서 동적으로, 위치 장벽 차원은 장벽의 완화로 변화됨을 확인하였다. 본질적 사례분석 내용은 네 개 차원으 로 범주화되었다. 마지막으로 청소년들의 학교적응을 향상케 하는 효과적인 상담 개입을 위해 정서조절, 주도성, 흥미, 대인관계에 대한 결론에 기초한 함의를 논의하였다.

Heterogeneity in Korean school dropouts and its associations with emerging adulthood adjustment

Using a Korean national longitudinal survey, the present study sought to identify heterogeneous profiles of school dropouts based on contextual risks and their associations with career-related outcomes (attainment of a high-school diploma and productive engagement) and mental health problems (depressive symptoms, substance use, addiction to electronic devices, and unhealthy eating habits) in emerging adulthood. Latent profile analysis identified four risk profiles: “moderate family/school risks” (54.29%), “early dropout with high SES” (8.89%), “early dropout with multiple risks” (7.30%), and “school maladjustment” (29.52%). The “early dropout with multiple risks” profile showed poor career-related outcomes, while the “school maladjustment” profile exhibited higher productive engagement but higher mental health problems. The “school maladjustment” profile showed higher depressive symptoms and addiction to electronic devices in emerging adulthood through increased perceived social stigma. Integrated programs addressing education, career development, and mental health, are needed while taking into account unique contexts and at-risk domains in each profile.

Окремі аспекти співвідношення причин та наслідків шкільної дезадаптації

The article highlights different interpretations of the causes of the occurrence and development of school maladjustment in children of primary school age. Within the framework of the concept of "introduction to the disease", maladaptation is considered as a transitional, pre-pathological state, the main difference of which is the lack of clear grounds for establishing a nosological diagnosis. The development of the disease can go through the stage of various dysfunctions, extremely uncertain in terms of prognosis and nosological affiliation, and most often reversible. The stage of such dysfunctions is considered as maladaptation, that is, as one of the intermediate states of human health in the continuum from normal to pathology, closest to the clinical manifestations of the disease. Such states are characterized by the increased readiness of the body for the occurrence of one or another disease, which is formed under the influence of various adverse factors, both exogenous and endogenous. In the context of the chosen problem, the greatest risk is the moment the child enters school and the period of the primary level of assimilation of the requirements presented by the new social situation. However, the same symptoms can appear when describing the widest spectrum of mental disorders: from extreme variants of the norm (accentuation of character, patho-characteristic personality formation) and borderline disorders (neuroses, neurotic-like and psychopathic states, residual organic disorders) to severe mental illnesses.This allows us to list the main identified factors that are potential causes of school failure: deficiencies in preparing a child for school, socio-pedagogical neglect; prolonged and severe mental deprivation; somatic weakness of the child; violation of the formation of individual mental functions and cognitive processes; violation of the formation of school skills; family troubles; emotional disorders. Solving the problem of school maladjustment is impossible without studying the entire complex of difficulties that arise in a child and the mutual influence of factors affecting him at school.

Characteristics of the educational styles of parents/guardians of maladjusted children

A descriptive transectional research was carried out, with a parallel mixed design, at the "Epifanio Rojas Gil" Polyclinic, in the period between September and November 2022, with the objective of characterizing the educational styles of the parents/guardians of children who presented school maladjustment. The sample was non-probabilistic, of subject-types, and consisted of the 12 preschool and first grade children who were previously diagnosed with school maladjustment in the first consultation, in the aforementioned period, as well as the 18 parents/guardians who acted as protagonists in the education of these children. The techniques used for the study were: a questionnaire of educational styles and a questionnaire of communication styles to the parents/guardians as well as an interview to the parents/guardians and a cartoon technique and a semi-structured interview to the children in order to corroborate the information obtained. Frequency analysis and methodological triangulation were used to process the information. The most significant results indicated the existence of a predominance of the authoritarian educational style in the parents/guardians, as well as a similarity between the parents/guardians' self-perception of their educational style and the children's perception of this style.

Exploring the Psychosocial Characteristics and Systematic Support of Academically Maladjusted Students

The purpose of this study was to explore the psychosocial characteristics of academically maladjusted students and the College's current status regarding academic maladjustment based on 4-year medical student cohort data collected from 2018 to 2021 and through interviews with 10 medical education experts using the integrated research method. This study included 223 students who consented to inclusion in the student cohort and participated in the emotional behavior test and college adaptability test of whom 65 students experienced academic maladjustment. Academically maladjusted students had significantly higher scores for social stress, anxiety, sense of inadequacy, attention, hyperactivity, and school maladjustment, and significantly lower scores for relationships with parents, interpersonal relationships, self-esteem, self-confidence, and self-strength. Academic and social integrity, emotional stability, university satisfaction, and university service satisfaction were all significantly lower in the academically maladjusted students than in the non-maladjusted group. The expert interviews indicated that academic maladjustment was mainly recognized as a personal problem, with causes such as lack of motivation and learning methods, vulnerability to stress, lack of social relationships and alienation, lack of support from the family, and insufficient resilience. Systematic support other than counseling for academically maladjusted students is required, and an early diagnosis and preventive intervention are important.

Social maladjustment dimensions on the example of a child with behavioural disorders. Case study

This article is an attempt to describe the dimensions of social maladjustment on the example of a teenager with a behavioural disorders. The first part of this article presents theoretical assumptions for the issue of social maladjustment, including the definition of the concept, factors disrupting socialization as well as the key causes and methods of diagnosing of the indicated phenomenon. The aim of the own research focused on getting to know and describing the dimensions of social maladjustment based on the narrative of a teenager and her mother, observation and searching for secondary sources. This research was embedded in a qualitative research strategy within a descriptive and theoretical case study. The research results allowed for a detailed description of the dimensions of social maladjustment based on the theoretical assumptions for the Social Maladjustment Scale [pl. Skala Nieprzystosowania Społecznego (SNS)] by Lesław Pytka, including on a description of family, peer and school maladjustment, antisocial behaviours, biopsychological and sociocultural factors as well as preventive and corrective measures.

ВЛИЯНИЕ ДОФАМИНА НА АДАПТАЦИЮ К УЧЕБНОМУ ПРОЦЕССУ МЛАДШИХ ШКОЛЬНИКОВ

School education is associated with the tension of the regulatory systems: nervous, endocrine, immune. Psychological methods for identifying school maladjustment have a major drawback - they do not reflect the essence of long-standing problems. In order to determine the value of the level of dopamine in the blood serum in primary schoolchildren and its relationship with autonomy, 82 children of grades 1-4 were examined. The diagnosis of school maladjustment was carried out by determining the level of dopamine in the blood serum and using the Luscher color test. It was found that the level of dopamine in children varied in the range of 2.5 - 102.5 pkg / ml and is closely related to the «heteronomy-autonomy» indicator (r = - 0.312 at p = 0.031), which can be used when working with children for predicting the adaptation process.

Maladjustment in Islamic Boarding School : Effects of Peer Attachment?

The problem of student adjustment at school often occurs in early adolescence and the most difficult for students is related to adjustment to the social environment. Regarding the social environment of students, especially the environment of students who live in Islamic boarding schools, the possibility that the most influential is peers. All activities are carried out together in Islamic boarding schools, making peer-to-peer figures very important in their daily lives, of course, in terms of adjusting. This study aims to determine the role of peer attachment to self-adjustment in the junior high school students of X Islamic Boarding School Martapura. The subjects in this study were 134 female students. The data collection method used the peer attachment scale and adjustment scale, while the data analysis used simple linear regression. The results of the analysis obtained the value of t = 6.108 (P<0.05), meaning that there is a positive role between peer attachment and adjustment to students at the X School Islamic Boarding School Martapura. The higher the peer attachment, the higher the adjustment, and vice versa. The role of peer attachment to self-adjustment is 22%, the remaining 78% are other factors not examined in this study.

Changes in Peer Relationships among School Maladjusted Students though School Sports Club Activities

목적 이 연구의 목적은 학교스포츠클럽 활동을 통한 학교생활부적응 학생들의 친구관계 변화를 조사하는 것이다. 방법 연구대상은 학교스포츠클럽에 참여하는 학교생활부적응 학생 10명을 포함한 전교생 231명이다. 학교생활부적응 학생들은 수업⋅학업 부적응 2명, 학교생활 규범 부적응 3명, 전학생 3명, 학교폭력가담자 1명, 학교폭력피해자 1명 총 10명이다. 연구도구는 친구관계 질문지, 개방형질문지를 사용하여 사전⋅사후로 분석하였다. 결과 첫째, 학교스포츠클럽 활동은 학교생활부적응 학생뿐만 아니라 일반학생들의 친구관계에도 긍정적 효과가 나타났다. 둘째, 학교스포츠클럽 활동에 참여한 학교생활부적응 학생들의 친한 친구관계가 증가하는 효과가 나타났다. 셋째, 학교생활부적응 학생들은 학교스포츠클럽을 통해 친한 친구관계를 형성하는 유유상종 현상이 나타났다. 넷째, 학교스포츠클럽 활동은 학교생활부적응 학생들이 친구관계를 형성할 수 있는 만남의 장이 되었다. 결론 학교스포츠클럽 활동을 통한 학교생활부적응 학생들은 긍정적인 친구관계를 통해 학교생활에 적응할 수 있다.

A case study on family counseling for multicultural families with school maladjustment child

본 연구는 학교부적응으로 어려움을 겪고 있는 자녀의 문제로 어머니가 상담을 요청한 다문 화가정의 가족상담 사례연구이다. 본 연구에 참여한 가족은 부모와 딸로 상담은 2021년 5월부 터 11월까지 14회 진행되었다. 본 연구에서는 매트릭스 방법을 사용하여 상담 중 기록된 메모 와 14회 상담내용을 분석하였다. 분석 결과, 자녀의 학교부적응의 어려움에 영향을 미치는 요인 은 부모의 잦은 갈등과 부모의 역기능적인 의사소통방식이었다. 상담자는 자녀의 문제를 해결 하기 위해 가족 간의 갈등과 지금까지 문제를 해결하기 위해 사용했던 부모의 역기능인 의사소 통방식이 자녀와의 관계를 악화시킨다는 것을 인식시켰다. 또한 새로운 의사소통 방식을 사용 하여 가족 관계를 개선하려고 노력하였다. 이러한 개입방법은 자녀의 학교생활에 있어서 긍정 적인 관계를 형성할 수 있게 하였고 가족 구성원의 및 가족 관계에 변화를 가져왔다.

A Qualitative Case Study on the Educational Behaviors and Impacts of the Don Bosco School Community Approach on Students Who Had Experienced School Maladjustment

본 연구는 ‘돈보스코학교’ 공동체의 교육적 태도와 특징을 살펴보고, 이러한 교육적 행위가 학교부적응을 경험한 학생들에게 어떤 교육적 영향을 미치는지 질적 사례연구를 통해 살펴보았다. 이를 위해, 본 연구는 돈보스코학교 공동체 구성원인 교직원과 교육의 수혜자인 재학생, 그리고 졸업생을 그대상으로 하였으며, 본 연구를 위한 자료는 관찰, 심층면접, 문서 수집을 통하여 이루어졌다. 본 연구의 연구 결과에 따르면, ‘예방교육’의 가치로 접근하는 돈보스코학교 교직원들은 ‘교육공동체’로서 학생들에게 접근하며, ‘친근하게 먼저 다가가기,’ ‘관심과 환대로 표현하는 사랑,’ ‘경청을 통한 존중,’ ‘공정과 원칙에 의한 합리적 접근,’ ‘열정적인 마음’의 교육적 태도를 ‘동반하는 교육’으로 실천하는 특징을 보여주었다. 교육자들의 교육적 태도와 특성은 돈보스코학교 학생들의 인성을 발전시키고 미래의꿈을 품도록 ‘성장과 희망으로 인도하는 도움’이 되었으며, 학생들이 학교를 떠난 후에도 ‘따라 하기’ 를 통해 교사들에게서 배운 교육행위들을 자신들의 삶에서 실천하고, 교육자들을 인생의 안내자로서삼으면서, 교육자들의 교육적 개입이 지속적으로 이루어지게 하고 있음을 보여주었다. 본 연구 결과는 돈 보스코의 ‘예방교육’을 기초로 하는 교육적 태도의 실천은 위계적이고 성적중심주의의 학교문화를 합리적이고 친절하며 가족적 사랑이 넘치는 학교문화로 변화시켜 부적응학생들의 학교적응을 높이고 공존하는 학교문화로 변화시킬 수 있는 대안적 교육적 접근이 될 수 있음을 보여준다.

The Role of School Factors in Predicting School Maladjustment in Junior High School Students

This study was performed to determine the role of school factors in predicting school maladjustment. The statistical population was all junior high schools of a large city in 2016-2017. The School Factors Questionnaire,School Maladjustment Scale (Amirbagloie-Daryani, Ganjii, & Sharifi, 2018), and the My Class Inventory (Fraser, Giddings, & McRobbie, 1995) were administered to a sample of 160 of these students selected by a cluster random sampling method. Pearson correlation coefficients were calculated and a stepwise multiple regression analysis was performed. Classmate relationships, teacher-student relationships, and cohesion in the classes were negatively related to school maladjustment, and there was a significant positive relationship between friction in the classes and school maladjustment. The stepwise multiple regression showed that the predictor variables of the model explained 24 percent of the variance in school maladjustment, and that the variables of classmate relationships, teacher-student relationships, and friction in the class were the strongest factors that affected school maladjustment.

The transition to the academic environment: between difficulties and coping strategies

After numerous reforms or attempts at reform, after much publicized efforts for change in education, Miroiu (1998) considers that Romanian education still operates according to an intellectualist model, according to which the most valuable mental faculty in education is the rational one. Faced with problems of school maladjustment, school failure or even school dropout that ruled out the involvement of cognitive factors, schools began to consider the possibility that these issues may be the consequence of subjective factors related to motivation, emotional balance or the ability to cope. In this context, there is the question of cultivating such skills in students that, on the one hand, reduce the likelihood of maladaptive behaviour and, on the other, help shape a balanced, creative and autonomous personality. Our study is based on the desire to investigate the possible relationship between the level of students’ adaptation to the academic environment and their academic performance record. We used the Student Adaptation to College Questionnaire (SACQ), an instrument created to measure the level of adaptation of students to the university environment. The general scores obtained by the students from the 1st year and from the 3rd year are analysed in a comparative way.

Personality traits and psychopathology in adolescents with videogame addiction.

Gaming disorder (GD) was recently included in the 11th edition of the International Classification of Diseases. A cross-sectional study was conducted in five secondary schools, with a final sample of 119 students. A diagnosis of GD was made in 6.4% (n = 23) of this sample. Compared with healthy subjects, adolescents with GD showed low levels of conscientiousness (F = 7.82; p = .001) and agreeableness (F = 3.31; p = .041) and scored higher in school maladjustment (SMC; F = 9.23; p < .001). Two discriminating functions were obtained that allowed us to predict patient group allocation with a success rate of 60.5% (Z1 = 0.406 × Sex + 0.560 × Conscientiousness - 0.677 × SMC; Z2 = 0.915 × Sex + 0.191 × Conscientiousness + 0.326 × SMC). Subjects with addiction differed from healthy subjects in presenting school maladjustment and low consciousness, while both groups of subjects with addiction differed in that video game addiction was proportionally higher in boys. The probability of GD was higher if subjects were male (OR [95% CI]) = 4.82 [1.17-19.81]; p = .029) and had school maladjustment (OR [95% CI] = 1.08 [1-1.17]; p = .047); while that of substance use disorder was higher if the subjects had neuroticism (OR [95% CI] = 1.07 [1-1.14]; p < .040), clinical maladjustment (OR [95% CI] = 1.10 [1.01- 1.20]; p = .020), school maladjustment (OR [95% CI] = 1.06 [1-1.13]; p = .048), low personal adjustment (OR [95% CI] = 0.94 [0.88-0.99]; p = .047) and emotional symptoms (OR [95% CI] = 0.86 [0.78-0.96]; p = .006).

Features Of Anxiety And Attention In Elementary School Students Of The Russian North

A child’s body in the contemporary educational process with innovative programs and electronic devices, along with insufficient motor activity, against the background of low reserve capacity in the North, experiences the psychoemotional stress. The objective of our study was to investigate the anxiety and attention in elementary school students in the northern cities of Magadan Oblast. The study was conducted on elementary school students (9.9±0.05 years of age) in the regional center of Magadan and the remote town of Magadan Oblast, Susuman. Group I consisted of 108 Magadan school students, whereas Group II included 82 Susuman school students. Methods — we used the methodology of multidimensional assessment of childhood anxiety (MACA). To investigate the function of attention, we used the method of proofreading modified by V.N. Amatuni. Results — the number of anxious children was 42% in Magadan and 26% in Susuman. Magadan children were significantly more anxious than their Susuman peers on five of ten scales: in connection with the evaluation by others (M±SE: p=0.013; Me [Q1; Q3]: p&lt;0.05); in their relationships with teachers (p=0.003; p&lt;0.01); in terms of their learning success (p=0.016; p&lt;0.05); in situations of knowledge testing (p=0.022; p&lt;0.05); and they also exhibited an increase in their autonomic reactivity associated with anxiety (p=0.040; p&lt;0.05). It was revealed as well that the neurodynamic characteristics of attention were better in the group of Susuman children. Conclusion — It can be assumed that elementary school students in small remote towns are less at risk of school maladjustment and are more efficient than their peers living in larger cities, where anxiety is higher, which complicates the learning process.

The Effect of Traits of Family Function and Self-efficacy of School Maladjusted Adolescents on Their Conflict Response – Focusing on Adolescent Smokers -

본 연구는 학교부적응 청소년 가운데 흡연하는 중·고등학생을 대상으로 가족기능과 자기효능감이갈등 대응에 미치는 효과에 대해 살펴봄으로써 학교부적응 청소년의 흡연행동 중단에 도움을 주기위한 효과 변인을 규명하는데 목적이 있다. 연구대상은 D시와 K시의 중·고등학교 재학생 중 남자흡연청소년 200명을 대상으로 설문지법을 이용한 연구방법을 실시하였다. 자료는 SPSS 23.0 프로그램을 사용하여 빈도분석, 상관관계 분석, t검증, 위계적 회귀분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 흡연 청소년이 인지한 가족기능과 자기효능감이 모두 5점 리커트척도에서 각각 1.76, 2.65 정도로낮게 나타났고, 갈등 대응 유형에서 비협력적·공격·회피 유형을 많이 쓰는 것으로 나타났다. 둘째, 흡연청소년의 갈등 대응에 있어 가족기능과 자기효능감의 영향을 살펴본 결과, 갈등 대응 유형에 가족기능의 행동통제 기능, 문제해결 기능, 자기효능감의 자기조절, 자신감, 과제난이도 등이 영향을 미치는것으로 나타났다. 또한 중&#8231;고등학생의 연령별 차이 검증을 한 결과, 중학생의 경우가 유의미하게 영향을많이 받는 것으로 나타났다. 셋째, 흡연청소년의 가족기능 특성과 자기효능감이 갈등 대응 유형에미치는 영향을 살펴보고자 연령을 통제변인으로 하여 가족기능 요인과 자기효능감의 요인을 단계적으로 투입시켜 각각의 갈등 대응 유형에 미치는 상대적 영향력을 알아 본 결과, 연령에 따른 갈등 대응의영향은 유의미하게 나타나지 않았다. 갈등 대응의 비협력 유형은 가족기능과 자기효능감을 단계적으로투입한 결과 설명력이 증가되는 것으로 보아 자기효능감의 중요성을 알 수 있었다. 이에 흡연청소년의가족기능 특성과 자기효능감을 분석하고 갈등 대응 유형에 어떻게 효과를 미치는가를 검증해 봄으로써, 흡연청소년의 행동 특성을 이해하고 바람직한 행동 특성으로의 변화를 도모하는데 필요한 요인을분석하는 데 본 연구의 의의가 있다.

Специфика структурно-функциональных характеристик

The ability to predict is one of the important aspects of human mental development. There is a relationship between prognostic competence and the process of socialization. Psychological studies show that children with special educational needs, including children with general speech underdevelopment, when compared with their peers without speech pathology, are more susceptible to impaired socialization and the occurrence of school maladjustment. This affects the success of their schooling. Such children experience difficulties in complying with social norms in the implementation of their goals, since they cannot anticipate the consequences of a certain situation. This can lead to deviant behavior and failure at school. This article examines the features of the structural and functional characteristics of forecasting in preschoolers with general speech underdevelopment. It analyzes the research results given in the scientific literature, presents the results of the authors’ own experimental research conducted using the “Prognostic stories” technique developed by the teachers of the Department of Psychology and Pedagogy of Special Education of the Kazan (Volga region) Federal University, and a comparative analysis of the data obtained during the experiment. The study showed that preschool children with general speech underdevelopment have lower indicators in all predictive characteristics in comparison with normative peers, and also have specific prognosis features due to speech pathology and deficiencies in higher mental functions. The most important of these are the lack of cognitive predictive function and prediction of utterance. The disadvantages of the prognostic ability of preschoolers with speech pathology determine the risk of social maladjustment, which requires the attention of specialists in the field of special education. The results obtained expand the understanding of the state of development of the prognostic competence of preschoolers with general speech underdevelopment. They present a more complete picture of its specific features, and highlight the most significant disadvantages of the forecasting process for this category of children. This indicates the directions of work on the development of prognostic processes in preschoolers with general speech underdevelopment, as well as the prevention or minimization of the outcomes of school maladjustment.

Динаміка стану здоров’я школярів в Україні за даними анкетного опитування

Актуальність. За останні десятиріччя стан здоров’я та фізичний розвиток дитячого населення України погіршуються. Серед факторів, що спричиняють зниження рівня дитячого здоров’я, чи не найважливіша роль відводиться навчальному навантаженню, стресогенна дія якого веде до розвитку дезадаптаційного синдрому з невротичними реакціями різного ступеня інтенсивності. Матеріали та методи. На основі даних анкетування школярів м. Львова у 2002 р. (20 000 школярів), 2013 р. (32 000 учнів) і 2017 р. (70 000 школярів) поданий порівняльний аналіз вікової частоти основних скарг і симптомів, медико-соціальних особливостей учнів 1–11-х класів. Результати. Стан здоров’я школярів останніми роками не має тенденції до покращання. Найбільш частими є скарги школярів на біль у животі, печію, нудоту, біль голови, зниження апетиту, симптоми вегетативної лабільності й астенічного синдрому, інші симптоми синдрому шкільної дезадаптації, що, ймовірно, пов’язано з високим рівнем шкільного навантаження, неадекватним харчуванням, дією стресогенних факторів на тлі значного зниження фізичної активності школярів. Сучасний раціон школярів є незбалансованим, він не забезпечує добового надходження всіх необхідних нутрієнтів, у тому числі вітамінів і мікроелементів. Висновки. Комплексний підхід до оцінки стану здоров’я школярів на основі об’єктивної інформації, впровадження нових оздоровчих технологій, об’єднання зусиль медичних працівників, педагогів і батьків може запобігти розвитку функціональних порушень і органічної патології в школярів, їх хронізації, зменшити симптоми шкільної дезадаптації, підвищити рівень здоров’я і їх здатність до навчання, а також запобігти розвитку захворювань у дорослому віці. При цьому дана технологія не вимагає значних фінансових інвестицій.

Psychological and pedagogical characteristics of a future first grader: kindergarten and school continuity problems

The article examines the psychological and pedagogical characteristics of a first grader as a continuity problem indicator between preschool and primary school education levels. The increase in the number of children with special educational needs, inclusion, and modernization of education put children, teachers, and parents in new socio-psychological conditions in which kindergarten graduates may have difficulties in passing the educational route. In preschool and school educational organizations, there are differences in the assessment of the child's psychophysical development specifics, there is a mismatch in the leading education and training lines. The authors show that the continuity problem is currently very relevant and contains problems of an organizational and methodological nature, sharing responsibility problems between a child, family, society, and educational organizations, as well as cooperation problems of all participants in the children transition from one education stage to another. According to the research data, more than a third of future first-graders may fall into the risk group for possible school maladjustment. More than half of children have impaired hand-to-eye coordination and a high level of anxiety. The revealed relative disadvantage indicators of the children's psychophysical development indicate the need for meaningful cooperation between kindergarten teachers, educational institutions, and parents to create conditions for success in the continuity of various stages for adequate readiness for school for each child. The main areas of interaction can be the kindergarten teachers-psychologists training in early prevention of school maladjustment, psychological and pedagogical education of parents of future first-graders on school readiness, and increasing the kindergarten teachers competence in working with children with special educational needs.

Maternal involvement in education mediates longitudinal associations between maternal depressive symptoms and child adjustment.

Children of mothers with high depressive symptoms are at heightened risks for maladjustment in grade school. Yet, the process through which maternal depressive symptoms pose risks for child adjustment is not well understood. This study examined the mediating role of maternal involvement in education in the longitudinal associations between maternal depressive symptoms and children's school adjustment. Three waves of data spanning from first to fifth grades were used (N = 1,364). Depressive symptoms, maternal involvement in education, and children's internalizing and externalizing problems were reported by mothers. Teachers reported children's academic performance. Results showed that maternal depressive symptoms were negatively associated with their subsequent involvement in education. Low maternal involvement in education mediated longitudinal relations of maternal depressive symptoms to poor academic performance and internalizing problems, but not externalizing problems, in children. Results further demonstrated that the role of maternal involvement in education was independent of parental sensitivity. Findings highlighted the unique role of low maternal involvement in education in understanding the risks that maternal depressive symptoms pose on children's adjustment in grade school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).