Bae Jeongyee
Department of Nursing, Inje University, Busan, Korea.
Taehan Kanho Hakhoe Chi. 2008 Jun;38(3):454-64. doi: 10.4040/jkan.2008.38.3.454.
The purpose of this study was to identify the causal relationship of familial factors (parental acceptance, autonomy, and family satisfaction), social support (teacher's support and friend's support), school achievement, self-concept, and school adjustment. Based on preceding research, this study established a path model of school adjustment and its related variables.
Two thousand six hundred and twenty nine middle school students participated in this study. Data were collected by a visit-survey with an organized questionnaire and was analyzed by the SPSS and AMOS programs.
Self-concept showed a significantly direct influence to school adjustment while both family satisfaction and school achievement directly and indirectly influenced school adjustment. Parental acceptance, autonomy, and social support indirectly influenced school adjustment.
These results imply that first, family satisfaction and self-concept are essential to solve the problems of school adjustment. Especially friend's support, teacher's support and school achievement should help improve the self-concept and school adjustment. Second, a variety of programs are available for schools to employ in an effort to provide interventions for students who demonstrate school maladjustment. Finally, it is necessary for family, school and society members to comprehensively cooperate to improve school adjustment.
本研究旨在确定家庭因素（父母接纳、自主性和家庭满意度）、社会支持（教师支持和朋友支持）、学业成绩、自我概念与学校适应之间的因果关系。基于先前的研究，本研究建立了学校适应及其相关变量的路径模型。
2629名中学生参与了本研究。通过组织问卷调查进行实地调查收集数据，并使用SPSS和AMOS程序进行分析。
自我概念对学校适应有显著的直接影响，而家庭满意度和学业成绩对学校适应有直接和间接的影响。父母接纳、自主性和社会支持对学校适应有间接影响。
这些结果表明，首先，家庭满意度和自我概念对于解决学校适应问题至关重要。特别是朋友的支持、教师的支持和学业成绩应有助于提高自我概念和学校适应能力。其次，学校可以采用各种方案，为表现出学校适应不良的学生提供干预措施。最后，家庭、学校和社会成员必须全面合作，以改善学校适应情况。
