School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

Zorbaz, Selen Demirtaş; Ergene, Tuncay

doi:10.1016/j.childyouth.2019.04.019

Cited by 34 publications

(17 citation statements)

References 75 publications

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“…In this sense, numerous scientific works underline the importance of family participation in the optimal development of children's school adjustment [21,22]. Such family involvement refers to the parents' involvement in their children's educational lives and/or in activities or behaviors related to academic and social outcomes [23]. However, it is worth noting that victimization has been associated with parents' low levels of involvement in their children's education and schooling [24].…”

Section: Literature Reviewmentioning

confidence: 99%

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Cañas

Estévez

León-Moreno

et al. 2020

IJERPH

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The objective of this study was to compare individual, family, and social variables, such as the perception of loneliness, family communication, and school adjustment in a sample of 2399 Andalusian (Spanish) adolescents aged 12 to 18 (M = 14.63, SD = 1.91) suffering from cybervictimization (low, moderate, and high). The results show that adolescents suffering from high cybervictimization report more loneliness, more problematic communication with both parents, and worse school adjustment than the rest of the groups. Regarding gender, differences are observed in open communication with the mother and in the dimensions of school adjustment, being more favorable for girls. However, there were no significant differences between girls and boys in the loneliness variable. The interaction effects indicate, on the one hand, that female severe cybervictims present more avoidant communication with the mother than the other groups, and, on the other hand, that male cybervictims of all three groups and female severe cybervictims have lower academic competence than the group of female low cybervictims, followed by female moderate cybervictims. These data support the idea that, depending on its intensity and duration, cybervictimization affects girls and boys differently in terms of individual, family, and social variables.

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Section: Literature Reviewmentioning

confidence: 99%

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Cañas

Estévez

León-Moreno

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Racial and gender differences are often combined in terms of moderation or mediation with other variables and used to establish a relationship with externalizing behavior [46]. Surprisingly, intervention programs targeted at addressing externalizing behavioral disorders are independent of gender [47] and helps to improve school adjustment [48,49] and overall academic performance of the students or pupils [50,51]. Disruptive behavior reduces the time for learning and consequently affects the grades [52].…”

Section: Introductionmentioning

confidence: 99%

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

Bishop

Okagbue

Odukoya

2020

Heliyon

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The article show the pattern of externalizing behavior across age, gender, school type, and school level, with reference to aggression, delinquency, and hyperactivity. The study samples were primary school pupils and secondary school students from three selected Local Government Areas (LGA) in Ogun State, Nigeria [Ado-Odo/ Ota, Ifo, and Yewa South]. Their ages ranged from 10 to 20 years. The student/pupil sample was 1770 in all. The instrument used was an adapted version of Achenbach's child behavior checklist and youth self-report. Basic descriptive statistics like frequency, percentage, mean, standard deviation, as well as non-parametric statistics like Phi-coefficient, Chi-square, Goodman and Kruskal's gamma, Mann Whitney U test and Kruskal Wallis H test were utilized. Inferential parametric statistics like Pearson r, analysis of variance and simple regression were also utilized. Four major findings were reported. Firstly, the private schools irrespective of age, gender and level, scored higher than the public school in aggression, delinquency, and hyperactivity. Secondly, aggression is higher in secondary schools, while delinquency and hyperactivity are more prevalent in primary schools. Thirdly, school level and school type are the strongest predictors of externalizing behavior. Lastly, correspondence analysis showed a similar behavioral pattern for the three behaviors and three distinct behavioral patterns. i). Respondents aged 10 and below and those in primary schools (ii). Male, public and between 16 and 20. iii). Private, secondary, female and between 11 and 15. Implications of the study are discussed.

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“…The adjustment, as mentioned earlier, support services will introduce them to any new system of the school activities. It is essential to ensure that every factor will facilitate any school adjustment (Demirtaş-Zorbaz & Ergene, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Not a few students do not feel at home living in a boarding house because they are not able to adapt. The school adjustment model, externalizing behavior, teacher and student relationship, and peers relation, have a significant direct impact on the school adjustment of new students, whereas family involvement does not have a significant role (Demirtaş-Zorbaz & Ergene, 2019).…”

Section: Introductionmentioning

confidence: 92%

A Student Counseling Study: The Internalized of Islamic Value in Daily Life

Naqiyah

Putri

Mutammima³

2022

BISMA

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The daily habits of students that have been formed so far in Islamic boarding schools that take place continuously produce positive habits that can be internalized in everyday life. In connection with this, the purpose of this study is to identify Islamic values that can be internalized in daily life, especially to deal with the Covid-19 Pandemic. Santri is a term for students who are in Islamic-based dormitories or commonly referred to as Islamic boarding schools which are cared for by Kyai and Bu Nyai. The population in this study are Islamic boarding schools located in East Java, especially the areas of Madura, Jombang and Probolinggo. This research uses constructivism paradigm with a qualitative approach. The method used is a case study that requires empirical data in Islamic boarding schools. The results of the data through in-depth interview techniques and documentation studies will be analyzed to further develop a narrative about the values that exist in Islamic boarding schools, how to handle them by teachers and reveal the needs of students which can be used as a basis for the development of guidance and counseling in Islamic boarding schools.

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School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations

Cited by 34 publications

References 75 publications

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Loneliness, Family Communication, and School Adjustment in a Sample of Cybervictimized Adolescents

Statistical analysis of childhood and early adolescent externalizing behaviors in a middle low income country

A Student Counseling Study: The Internalized of Islamic Value in Daily Life

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