The Structural Relationship of Factors Affecting Kindergartners’ School Adjustment

Abstract

The purpose of this study was to analyze the direct and indirect effects of self-esteem on kindergarteners’ school adjustment, as well as the possible mediating effect of ego-resilience in those processes. Participants included 221 children (mean age = 5.45 years) attending kindergarten in South Korea. For data collection, the study utilized the “Preschool Adjustment Questionnaires,” “Devereux Early Childhood Assessment,” and “Young Children's Sense of Self-Esteem Inventory.” The results of this study demonstrated that there are significant positive correlations among school adjustment, selfesteem, and ego-resilience. It also revealed that there are two processes by which self-esteem affects school adjustment. First, there was a direct effect. Second, there was an indirect effect where in higher self-esteem was predictive of greater ego-resilience, which in turn has a positive effect on school adjustment. The results of this study suggested that secure development of self-esteem and egoresilience are the precedent conditions for children’s positive school adjustment. In practice, it is necessary to consider self-esteem and ego-resilience when aiming to enhance the development of children at risk for school adjustment problems.