지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2014.12
- 수록면
- 1 - 18 (18page)
이용수
초록· 키워드
오류제보하기
The purpose of this study was to examine relationships between children's emotional problems (attention problems, aggression, somatic symptoms, social withdrawal, and depression) and self?regulated learning abilities (motivation regulation and action regulation) and children's school adjustment (academic activity, school rules, relationships with peers, and relationships with teachers). For this purpose, data of 2,212 sixth graders collected from the third-round Korean Child-Adolescent Panel Survey were analyzed. The data were analyzed by using a Student's t-test, Pearson’s partial correlation, simple regression, and hierarchical multiple regression with SPSS software (version 18.0). The results were summarized as follows. The level of children’s school adjustment was relatively high on average. While a positive relationship was observed between children’s school adjustment and children's self-regulated learning abilities, a negative relationship was observed between children’s school adjustment and children's emotional problems. Regression analyses found that self-regulated learning abilities significantly influenced children's school adjustment. Also, children's emotional problems were found to significantly influence children's school adjustment. Particularly, depression and attention problems were found to negatively influence various dimensions of child school adjustment. Finally, the effects of children's emotional problems on their school adjustment were partially mediated by children's self-regulated learning abilities. These findings provide preliminary evidence that the relationships between children’s emotional problems and school adjustment may be mediated by children's self-regulated learning abilities.
목차
등록된 정보가 없습니다.
참고문헌 (55)
참고문헌 신청
이 논문의 저자 정보
최근 본 자료
댓글(0)
0