초등학교 3학년 아동의 학교적응 유형을 예측하는 학습습관과 정서행동문제의 역할The Roles of Study Habits and Emotional-behavioral Problems in Predicting School Adjustment Classification Among 3rd Graders
- Authors
- 성미영; 장영은; 서병태
- Issue Date
- Dec-2016
- Publisher
- 한국보육지원학회
- Keywords
- school adjustment; Latent Profile Analysis; emotional problems; study habits
- Citation
- 한국보육지원학회지, v.12, no.6, pp 79 - 102
- Pages
- 24
- Journal Title
- 한국보육지원학회지
- Volume
- 12
- Number
- 6
- Start Page
- 79
- End Page
- 102
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/7684
- DOI
- 10.14698/jkcce.2016.12.06.079
- ISSN
- 1738-9496
- Abstract
- The purpose of this study was to identify school adjustment groups by applying a Latent Profile Analysis(LPA) and to investigate the effects of children’s emotional problems and study habits on determining the membership of these groups. LPA and multiple logistic regression were conducted using the data of 2,200 third-graders from the Korean Children and Youth Panel Study. The results are listed as follows. First, four school adjustment groups were identified: adjustment, approach to adjustment, maladjustment risk, and maladjustment group.
Second, accomplishment value and mastery goal orientation were relatively strong predictors of membership of the school adjustment groups. Time management was also a significant variable that predicted the membership of maladjustment or the maladjustment-risk group. Third, attention problems and depression were the most consistent predictors of membership of maladjustment or the maladjustment-risk group. Physical symptoms and social withdrawal were also significant. Based on the results, implications for intervention to promote early school adjustment were discussed.
The purpose of this study was to identify school adjustment groups by applying a Latent Profile Analysis(LPA) and to investigate the effects of children’s emotional problems and study habits on determining the membership of these groups. LPA and multiple logistic regression were conducted using the data of 2,200 third-graders from the Korean Children and Youth Panel Study. The results are listed as follows. First, four school adjustment groups were identified: adjustment, approach to adjustment, maladjustment risk, and maladjustment group.
Second, accomplishment value and mastery goal orientation were relatively strong predictors of membership of the school adjustment groups. Time management was also a significant variable that predicted the membership of maladjustment or the maladjustment-risk group. Third, attention problems and depression were the most consistent predictors of membership of maladjustment or the maladjustment-risk group. Physical symptoms and social withdrawal were also significant. Based on the results, implications for intervention to promote early school adjustment were discussed.
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