Influence of Parent and Peer Attachment on School Adjustment of 5th and 6th Graders

Lee, Sanghoon; Lee, Heeyeong

doi:10.13000/jfmse.2013.25.1.102

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…특히 다문화청소년의 비행, 학업 중단 등 부적응 문제 가 지속적으로 보고되고 있어 (Bae, 2018;Choe & Han, 2021;H. Kim, 2023) (Kang, Choi, & Lee, 2013;K. Lee & Jung, 2007;Woo & Nho, 2014) Kim, Cui, & Nho, 2019;Kwon & Shin, 2022;S.…”

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Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Fan,

Lim

2024

Korean J Child Stud

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Objectives: This study sought to verify bidirectionality by examining a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.Methods: Based on data from 2,245 elementary school students extracted from Year 1 (2019), Year 2 (2020), and Year 3 (2021) of the Multicultural Youth Panel Survey (MAPS 2nd), this adopted structural equation modeling method using the autoregressive cross-lagged modeling.Results: The study derived the following results. First, adaptation to school life at a previous point affected self-esteem at a later point, self-esteem at a previous point affected life satisfaction at a later point. In other words, school life adaptation in 4th grade had a positive effect on life satisfaction in 6th grade through selfesteem at 5th grade. Second, life satisfaction at a previous point affected self-esteem at a later point. Selfesteem at an earlier point had an effect on school life adaptation at a later point. That is, life satisfaction in 4th grade had a positive effect on school life adaptation in 6th grade through self-esteem at 5th grade.Conclusion: This study found a bidirectional relationship of school life adaptation and life satisfaction with self-esteem as a mediating variable over time.

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Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Fan,

Lim

2024

Korean J Child Stud

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“…구체적으로 살펴보면 신체화 증상을 호소하며 보건실을 자주 이용 하는 아동은 집단에서 쉽게 어울리지 못하고 겉도는 행동특성을 보이 는 경우가 많으며, 교사와의 관계에서 만족도가 낮고, 학교규칙에 적응 을 잘하지 못하는 특성을 지닌다 [8]. 또한 가정문제, 학교에서의 문제 등으로 스트레스가 높은 아동이 보건실을 방문하는 경향이 높고, 이 러한 스트레스는 아동의 빈번한 신체화 증상 호소와 연관되며 [10] 응에 밀접한 영향을 미친다 [11,12]. 부모와의 유대감을 의미하는 대표 적인 개념으로 애착안정성을 들 수 있는데 Bowlby (1976)는 생애 초기 어머니와 자녀 사이에 형성된 강력하고도 지속적인 정서적 유대를 애 착(attachment)이라고 정의하였다 [13].…”

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Influence of Perceived Attachment Security and Social Support on Somatic Symptoms in Late School-Aged Children Using a School Health Clinic

Park¹,

Im²

2016

Child Health Nurs Res

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Purpose:The purpose of this study was to examine current status of somatic symptoms of late school-aged children using the school health clinic and to investigate the influence of perceived attachment security and social support on their somatic symptoms. Methods: For this descriptive study, self-report questionnaires were completed by fifth and sixth graders attending ' A' elementary school in Gyeonggi-do. Data from 216 students were included. Data analysis included descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis. Results: Most frequent somatic symptoms were headache, fainting, backache, numbness in a body part, and muscle ache in that order. More frequent somatic symptoms were reported by girls, students who recognized their family SES as low, students who used school health clinic often and students who were dissatisfied with school life. Somatic symptom showed negative correlations with attachment stability and perceived social support from family and teachers. In the regression analysis, the variables; low attachment stability, female gender, and low satisfaction with school affected more frequent somatic symptoms. Conclusion: Careful monitoring of late school-aged children expressing frequent somatic symptoms is required. Intervention programs to improve attachment security and satisfaction with school should be developed for school children, especially girls, presenting with somatic symptoms.

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Understanding gender disparity: factors affecting higher education self-efficacy of students in Malaysia

Saadat

Sultana

2023

JSTPM

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Purpose Gender disparity is a global phenomenon where females outnumber male participants. It has been observed that males are the early leaver from higher education, thus reflecting a severe concern about social instability. Malaysia is a prominent example where females outnumber males in higher education. In this context, this paper aims to examine the effect of individual, social and financial factors on the higher education self-efficacy of male and female students. It develops a comprehensive understanding of gender-based decision factors in pursuing higher education. Design/methodology/approach The hypothesis was formed based on a comprehensive literature review following the hypothetico-deductive positivist approach. These hypotheses were tested based on a sample of 250 respondents. A multiple regression analysis was deployed to test the relationship between the dependent variable and its predictors. Findings The results suggest that male and female students’ self-efficacy depends on five determinants, i.e. family influence, peer influence, career expectancy outcome, gender roles and institutional factors. Male students tend to be influenced more by these five determinants than females. Additionally, male students with better financial backgrounds are more likely to have higher self-efficacy, whereas gender roles negatively affect male and female students’ self-efficacy for higher education. Research limitations/implications The breakout of COVID-19 resulted in the selection of limited students in Malaysia. Due to restricted movement orders, it was impossible to reach out to the students for data collection. Future research could include a broader area to include multiple other regions of Malaysia. For a broader aspect, the study could be conducted in other areas/countries where the problem of less male participation exists. Practical implications The relationship between higher education self-efficacy is assessed with social, financial and institutional factors for male and female students. It will enable the stakeholders and policymakers to make better decisions in increasing the self-efficacy of students to attain equity in higher education institutions. Social implications The finding of this paper will assist in increasing male participation in higher education institutions to avoid any social instability. Originality/value This paper contributes to the literature in understanding the causes of gender gap reversal, focusing on Malaysian higher education institutions. It also provides empirical evidence to look at potential factors that affect the higher education self-efficacy of male and female students.

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Influence of Parent and Peer Attachment on School Adjustment of 5th and 6th Graders

Cited by 5 publications

References 5 publications

Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Longitudinal Mediating Effect of Self-esteem in the Bidirectional Relationship between School Life Adaptation and Life Satisfaction of Multicultural Children

Influence of Perceived Attachment Security and Social Support on Somatic Symptoms in Late School-Aged Children Using a School Health Clinic

Understanding gender disparity: factors affecting higher education self-efficacy of students in Malaysia

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