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Environmental empathy and connectedness to nature are two main constructs that explain variations in pro-environmental behavior. However, little is known about whether environmental (cognitive and emotional) empathy and connectedness to nature might vary as a function of school adjustment. Participants were 881 Spanish adolescents from 12 to 17 years old (47.2% males). The design was a 2 × 2 MANOVA (school adjustment × sex). Results of the CFA analysis confirmed the theoretical assumptions about two different but related aspects of environmental empathy (cognitive and emotional) and connectedness to nature as a unidimensional construct. Overall, results showed that high school adjustment was related to higher environmental empathy (cognitive and emotional) and greater connectedness to nature. Moreover, interactions were found between school adjustment and sex. Females reported the highest levels of environmental emotional empathy and connectedness to nature (regardless of their school adjustment). By contrast, males with both low and high school adjustment reported lower environmental emotional empathy than females with high school adjustment. Furthermore, only males with high school adjustment reported similar connectedness to nature to that of females (regardless of their school adjustment). Implications of these findings for research and psychosocial interventions in environmental education are discussed. [ABSTRACT FROM AUTHOR]

Adjusting to school contributes to the healthy introduction of all educational activities. For this reason, it is important to determine all facilitating and debilitating factors to the school adjustment process and to develop preventive studies for overcoming school adjustment. The purpose of this study is to determine the factors affecting the school adjustment of first-grade primary school students based on an ecological approach. The study group consisted of 81 teachers and 517 parents. The data were gathered for 517 children aged between 64 months and 98 months from public schools located in the central districts of Ankara in the 2015–2016 academic year. Structural equation modeling was used in the present study. Thus, according to the School Adjustment Model, externalizing behaviors, teacher-student relationship, and peer relations have a significant direct impact on first-grade students' school adjustment, whereas family involvement has no statistically significant direct influence on first-grade students' school adjustment. In addition, externalizing behaviors affect school adjustment through the mediating role of teacher–student relationship and peer relations. Also, the total effect of the externalizing behavior variable on school adjustment is −0.55. The student–teacher relationship (B = 0.53) and peer relationship (B = 0.48) variables have also had an effect on school adjustment. [ABSTRACT FROM AUTHOR]

School affective engagement has been extensively studied due to its role in students' adaptation and success. The present systematic review aims to examine the predictors and associated factors of school affective engagement in elementary school-age children (6-12 years old). This review examined empirical studies published between 1997 and 2017 selected on the basis of pre-defined criteria. Only eight studies were included in this review. The majority of the studies are quantitative and longitudinal presenting an adequate methodological quality. The results indicated a positive association between teacher-student support and student's school affective engagement. However, other relational predictors were less studied, specifically, peers and family factors. Concerning individual factors, studies were also limited in scope, but research examining the role of children's gender suggests that girls have higher levels of school positive affective engagement than boys. The scarcity of studies focused on predictors of school affective engagement during elementary school indicate that more studies on this topic are needed. Methodological constraints of the studies included are identified and suggestions for future research are made to further improve this area of research. [ABSTRACT FROM AUTHOR]

School transitions require students to adapt to new challenges and situations and can increase the risk of externalizing and internalizing psychological symptoms. The teacher-student relationship seems to be a protective factor for the risk of developing psychological symptoms during school transitions. The aim of the present study is to investigate whether the quality of the teacher-student relationship predicts the decrease of internalizing and externalizing symptoms during three school transitions, namely: from kindergarten to primary school (T1), from primary to middle school (T2), and from middle to high school (T3). We recruited 127 kindergarten students (mean age = 5.40, SD = 0.49), 113 fifth grade primary school students (mean age = 10.64, SD = 0.54), and 240 eighth grade students (mean age = 13.88, SD = 0.37) and their teachers (response rate = 95%). Data were collected from 2016 to 2018. Teachers filled out an anonymous survey, acting as informants for the students, reporting demographic details (age, gender), psychological symptoms, and quality of the teacher-student relationship. The data show that a positive teacher-student relationship quality tends to be associated with a reduction of psychological symptoms. A stable, low-conflict teacher-student relationship was confirmed as a protective factor from increased internalizing and externalizing symptoms during all normative school transitions. Furthermore, we see that an increase in teacher-student conflict during the transitions from primary to middle school, and from middle to high school is linked to an exacerbation in students' externalizing symptoms during the first year of attendance of the new school. Our study confirms the importance of the teacher-student relationship in reducing psychological symptoms associated with school transitions, in every type of transition, favoring an improved psychological adjustment to the new environment. A positive teacher-student relationship represents a protective factor for the development of students. Study limitations are discussed. [ABSTRACT FROM AUTHOR]

In recent years, as gender violence has become more visible in Spain, so sensitivity to the needs of children exposed to this violence has increased. However, interventions usually focus on psychosocial rehabilitation of women rather than their children. The aim of this work is to analyse the behavioural and emotional problems of a sample of children living in shelters with their mothers after having suffered gender violence. The Child Behaviour Check List (CBCL) was used to analyse the behavioural and emotional problems of 46 children aged between six and sixteen (M = 11.15; SD = 2.6) living in shelters. An ad hoc Likert questionnaire was also designed to gather information about these children's school adaptation. Behavioural and emotional problems were detected in most of the minors, as well as difficulties in academic performance and school adaptation. A relationship between behavioural and emotional problems and school adjustment was also observed. These results reflect the need for greater attention to the difficulties of children exposed to gender violence and show the importance of the educational sphere for early detection and support of these difficulties. [ABSTRACT FROM AUTHOR]

With the rise of conflict, persecution, and generalised violence worldwide there has been a drastic increase in the number of refugee youth displaced globally. Particularly noteworthy is the recent increase of Bhutanese refugee youth populations resettled in the United States. Despite this increase, surprisingly few studies distinctly address the promotive factors related to refugee youth's successful adjustment within their new school settings upon resettlement. This study aims to add to the scholarship through a resiliency lens. The potential promotive associations of familial social capital and acculturation identity on Bhutanese refugee youth's successful school adjustment were explored. Moreover, this study examined the unique additive predictive association of familial social capital on Bhutanese refugee youth's school adjustment over and above the effects of acculturation. The results indicate a significant additive positive relationship between familial social capital and school adjustment, beyond the effects of ethnic identity. [ABSTRACT FROM AUTHOR]

Objectives: The aims of this study was to examine the serial multiple mediation effects of aggression, peer relations, depression and self-esteem on the impact between child abuse experience and school adjustment in late elementary school children. Methods: This study was applied to assess second and third wave data from the Korean Children and Youth Panel Survey. The participants consisted of 2,312 fifth and sixth grade elementary school students (1,231 boys, 1,099 girls). The data were analyzed using serial multiple mediation model with PROCESS macro. Results: First, aggression, peer relations, depression, and self-esteem had significant indirect effects on each other and on the association between child abuse experience and children's school adjustment. However, child abuse experience had no direct effects on children's school adjustment. The indirect effects of child abuse experience on aggression were largest among the four mediators. Second, aggression, peer relations, depression, and self-esteem were found to have serial multiple mediation effects on the relationship between child abuse experience and child’s school adjustment. Conclusions: The results of this research showed that aggression, peer relations, depression, and self-esteem can be considered as multiple mediating variables on the association between child abuse experience and child’s school adjustment. [ABSTRACT FROM AUTHOR]

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This study investigated psychological mechanisms underlying the relationship between stressful life events and school adjustment in Chinese adolescents. The Adolescent Self-rating Life Events Checklist, the Adolescent Executive Function Scale, the Chinese version of the Resilience Scale, and the School-adjustment Scale were administered to 1101 Chinese adolescents (465 males, 636 females), aged 11–19 years, from three secondary schools. Results from serial mediation analysis revealed that perceived stressful life events could affect school adjustment through the mediation of executive function and resilience. The mediation effect contained three paths, the separate mediation effect of executive function, the separate mediation effect of resilience, and the serial mediation effect of executive function and resilience. These findings provide valuable insights into the effect of perceived stressful life events on school adjustment of Chinese adolescents, and suggest that, the researchers and educators could enhance school adjustment in vulnerable groups by improving their executive function and resilience. [ABSTRACT FROM AUTHOR]

Abstract The purpose of this study was to examine school adjustment of rural-to-urban migrant children and its relations with acculturation in China. Migrant children were those whose official hukou status was in a rural region outside the city. Data were collected for 1175 students (M age = 11 years) in urban public schools from multiple sources including peer evaluations, teacher ratings, self-reports, and school records. The results showed that migrant students performed more competently than urban non-migrant students in social and academic areas. Migrant students displayed better psychological adjustment than non-migrant students in higher grades, but not in lower grades. Among migrant students, those with higher scores on accommodation to urban culture and maintenance of rural culture tended to be better adjusted. These results indicate the implications of migration and change in life circumstances for children's school functioning in social, academic, and psychological domains. [ABSTRACT FROM AUTHOR]

The aim of the present study was to investigate stereotypes and prejudices among children and schoolteachers toward overweight/obesity. Two thousand fifty-five 8- to 12-year-olds and their teachers took part in the study. Children's body mass index, children's perceptions of overweight/ obesity and teachers' assessment of school adjustment were measured. Students, particularly younger children, ascribed less positive attributes and more negative attributes to fat figures. Furthermore, in a task to assess their behavioral intentions to participate in social and recreational activities according to target's body size, the fat figure was the least frequently chosen. Teachers reported lower overall school adjustment for overweight/obese students. Future research should examine cost-effective interventions to prevent anti-fat bias and to promote healthy school climate. [ABSTRACT FROM AUTHOR]

The aim of the research was to examine the moderating role of gender and the mediating role of age in predicting the school adjustment by self-evaluating the symptoms of ADHD. The study included 501 students from higher grades of primary school, out of which 50.7% were boys, and the average age was 12.72. They completed Hyperactivity-impulsivity-attention Scale, Self-efficacy Questionnaire for Children, and were given some general information. Research showed that gender had only main effect on the school success, meaning that being female predicted a better school success. Age had completely mediating role for symptoms of hyperactivity and a school success (i.e., as the students' age increases, there is no correlation between hyperactivity and the school success), and a partial mediating role for symptoms of inattention and both measures of school adjustment (i.e., as the students' age increases the correlation among symptoms of inattention and academic self-efficacy and school success become weaker). [ABSTRACT FROM AUTHOR]

The present study examined the therapeutic factors operating during a psychoeducational group intervention designed to promote school adjustment in first-grade students. The group members completed the Critical Incidents Questionnaire at home after every group session. The therapeutic factors were classified according to Bloch, Reibstein, Crouch, Holroyd, and Themen's taxonomy, although additional categories of critical incidents were applied. Results showed that guidance and acceptance were the most valued therapeutic factors. Cognitive factors were reported more often than behavioral or emotional ones. In addition, the presence of the therapeutic factors was more intense during the beginning and middle stage of the program, gradually giving their place to other categories of critical incidents. Overall, the emergence of therapeutic factors appears to be affected by the program's educational aspect. We suggest that a wider classification of factors is required to reflect the variety of critical incidents occurring during a psychoeducational group intervention. [ABSTRACT FROM AUTHOR]

Background: Adolescence is a stage with tremendous pressure and stress. The ones with a disability, especially hearing impaired may feel discouraged from exposing themselves to socially challenging situations, thus producing isolation that leads to depression, irritability and feelings of inferiority. Adolescents as such are under constant pressure to perform at every front, the main one being academics. School adjustment is a procedure that brings a person's behaviour in compliance with the norms of the school. It comprises educational, social and emotional adjustment. Aim: The present study aims to examine the level of school adjustment and aggression among the adolescent with and without hearing impairment. The gender differences were also examined. Methods and Materials: A total of 60 adolescent (girls and boys) aged 14-18 years were selected for the study. Out of which 30 adolescents had a hearing impairment and they were selected from school for deaf and blind and a controlled group of 30 adolescents without hearing impairment were selected from a government school in the same area. They were matched on age and gender. A self-constructed interview schedule was used to collect the socio-demographic profile of the respondents. Scales on aggression and Adjustment Inventory for school students were used. Results: The results showed that there was no significant difference in school adjustment among adolescents with and without hearing impairment and also no significant gender differences were found. Adolescent children with hearing impairment were more aggressive in compared to the same age group adolescents without hearing impairment. Boys were more aggressive as compared to girls in both groups. Conclusion: There is a need to address the issues related to aggression among adolescents with hearing impairment specifically adolescent boys through psychosocial interventions to channelize their energy in a positive direction. [ABSTRACT FROM AUTHOR]

At present, the number of college graduates continues to increase every year in China. The government, enterprises and other organizations should guarantee the smooth employment of college students from various aspects such as employment recommendation service. But due to the rapid development of Internet technology, which results in the explosive growth of information, the network is full of massive employment-related data. Therefore, in view of this issue, it is very urgent and important to effectively and timely extract the valuable employment data and publish it to the recruitment enterprises and the graduates. Based on this, this paper designs the employment recommendation service platform for college graduates, which creatively applies the data mining technology of big data, analyzes and processes the employment related information, establishes the search link, and helps the college graduates to find the required employment information more effectively and timely. The results show that the function and performance, reliability, availability and compatibility of the employment recommendation service platform for college graduates have been tested and accepted by the thirdparty software, and can be widely popularized and used to better serve the enterprises and graduates. [ABSTRACT FROM AUTHOR]

This research aims to investigate the contributions of Turkish pre-school children's levels of positive/conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public preschools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children's school-adjustment behaviors. A positive relationship has been noted for positive mother-child relationships with children's cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child's school adjustment decreases. [ABSTRACT FROM AUTHOR]

Abstract The current study examined the mediating effects of emotional/behavioral problems and academic competence between parental abuse/neglect and a child's school adjustment by investigating 2070 student surveys from the Korean Child Youth Panel Study (KCYPS). A path analysis yielded the following key findings. Firstly, childhood abuse and neglect showed a significant negative and direct effect on school adjustment. It is particularly important to note that the effect of neglect was bigger than that of abuse in this study. Secondly, emotional/behavioral problems were found to partially mediate between abuse/neglect and school adjustment. Thirdly, academic competence partially mediated the effect of neglect on school adjustment, while it did not mediate the effect of abuse on school adjustment. The indirect effect of parental neglect via emotional/behavioral problems and academic competence was stronger than that of parental abuse. The influence of parental abuse and neglect on children's school adjustments was discussed in terms of emotional/behavioral problems and academic competence considering unique Korean cultural context. [ABSTRACT FROM AUTHOR]

Bi-ethnic adolescents of marriage migrant mothers in Korea are often encouraged to be “pure” Koreans for their adjustments and not given the opportunities to explore their ethnic identity or to learn about their mother’s culture of origin. Existing studies conducted with mono-ethnic minorities in other countries, however, do not support this belief. We tested a conceptual model on the role of ethnic socialization, ethnic identity and self-esteem on school adjustment among bi-ethnic adolescents in Korea based on social identity theory and theoretical models of ethnic socialization and ethnic identity. We used data from 2015 National Survey of Multicultural Families. The study sample consisted of 296 adolescents aged 9-18 who were born between Korean fathers and Vietnamese marriage migrant mothers. We used structural equation modeling to specifically examine the association between ethnic socialization in terms of parents’ linguistic socialization and adolescents’ school adjustment mediated by ethnic identity in the form of ethnic regard and self-esteem among bi-ethnic adolescents. The results verified the hypothesized model, showing positive relationships between linguistic socialization and ethnic regard, ethnic regard and self-esteem, self-esteem and school adjustment, and ethnic regard and school adjustment. Additionally, the results of bootstrapping test showed that the indirect effect of linguistic socialization on self-esteem through ethnic regard was significant. The indirect effect of ethnic regard on school adjustment through self-esteem was significant and the indirect effect of linguistic socialization on school adjustment via ethnic regard and self-esteem was also significant. These results shed light on the important role of ethnic identity fostered at home among bi-ethnic adolescents of marriage migrant mothers in Korea. [ABSTRACT FROM AUTHOR]

Objectives: This study examined types of trajectories for externalizing behavior problems from 4-6 year olds and differences in school adjustment and executive function difficulties of first-grade children for elementary school by types of trajectories for externalizing behavior problems. Methods: The 2012-2015 data of Panel Study on Korean Children (PSKC) were used. The sample for this analysis was 1518 children and their mothers and teachers participated from the first (2012) to the fifth (2015) years. Data was analyzed using growth mixture modeling. Results: First, externalizing behavior problems from 4-6 year olds showed linearly decreasing change over time. Second, four distinct latent classes of externalizing behavior problems for young children were found (low-decreasing trajectory, high-stable trajectory, moderate-increasing trajectory, and high-decreasing trajectory). Finally, there were differences the level of school adjustment and executive function difficulties by four distinct latent classes of externalizing behavior problems. Young children were on high-stable trajectory showed the lowest level of school adjustment and the highest level of executive function difficulties, while young children were on low-decreasing trajectory showed the highest level of school adjustment and the lowest level of executive function difficulties. These result showed that four distinct trajectories for externalizing behavior problems from 4-6 year olds was closely related to school adjustment and executive function difficulties of the first-grade children for elementary school. Conclusions: Finding suggest the importance of the early intervention on young children’s behavior problems grounded by four distinct latent classes of externalizing behavior problems for young children. [ABSTRACT FROM AUTHOR]

Teachers' social support and classroom management are related to secondary students' achievement, domain-specific interest, and self-concept. However, little is known about whether social support and classroom management shape secondary students' general school adjustment beyond these domainspecific outcomes. To investigate this question, we drew on data from a large longitudinal research project (N = 5,607 secondary students, N = 227 classes). We applied student and teacher ratings of social support and classroom management to investigate their perspective-specific validities for predicting student outcomes. To measure students' school adjustment, we assessed achievement as a domainspecific indicator and school satisfaction, truancy, and self-esteem as more general aspects. Multilevel confirmatory factor analyses showed that both teachers and students distinguished between social support and classroom management. Teacher and student ratings of classroom management largely converged, whereas their perceptions of social support were not statistically significantly associated with one another. In multilevel structural equation modeling, both perspectives uniquely predicted students' school adjustment: Student-rated social support was linked to all outcomes at the student level and to school satisfaction and self-esteem at the class level. Classroom management showed only weak associations with outcomes at the student level, but at the class level, student-rated classroom management was related to truancy and teacher-rated classroom management was linked to school satisfaction and student achievement. These findings highlight the important role of teachers in students' general school adjustment and show the benefit of considering different perspectives and levels of analyses. [ABSTRACT FROM AUTHOR]

School adjustment and achievement are important indicators of adolescents’ well-being; however, few studies have examined the risk and protective factors predicting students’ school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents’ school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents’ school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th – 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem (bse→adj = 0.05, SE = 0.01, p < 0.001; bse→grades = 0.08, SE = 0.02, p < 0.001), parent–adolescent conflict (bconflict→adj = -0.03, SE = 0.00, p < 0.001; bconflict→grades = -0.04, SE = 0.01, p < 0.001), and conformity to parental expectations (bconform→adj = -0.03, SE = 0.02, p < 0.05; bconform→grades = 0.10, SE = 0.04, p < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents’ grades (bindepxautom = 0.06, SE = 0.02, p < 0.01). The findings suggest that cultural values may influence adolescents’ appraisal of parental autonomy granting, which then impacts their school functioning.

Introduction: Self-esteem is an important aspect of the adaptive processes at all stages of life. It is linked to the quality of adaptation, well-being, life satisfaction, and health. Self-esteem is not related to chronological age, but to the people's quality of social integration and adaptive capacities to cope with life events, including physical and cognitive decline. Measures of the self-esteem and interpretation of the pertaining results vary according to various theoretical models. School adjustment can be defined as the degree to which adolescents become comfortable, engaged, and successful in their school environment. Samples include adolescents' age group. Aim: The present study aims are to assess the school adjustment and self-esteem among higher secondary schoolchildren (adolescent) of alcoholic parent. Materials and Methods: The research design for the study is a non-experimental descriptive research design which is used to assess the school adjustment using school adjustment inventory and assess the level of self-esteem using Rosenberg self-esteem scale. Convenient sampling technique was used to select the sample. Results and Discussion: The study research shows that the self-esteem had shown statistically non-significant at demographical variables and shows that the age, sex, education, education of the father, income of the father, and habits of parent have no statistical significance at P < 0.05. The level of self-esteem mean is 19.1 and the standard deviation is 7.046. [ABSTRACT FROM AUTHOR]

This study tested whether the associations between interparental conflict, children's emotional reactivity, and school adjustment were moderated by children's cortisol reactivity in a sample of young children (N = 243; mean age = 4.6 years at Wave 1; 56% female, 44% male) and their parents. Using a longitudinal, autoregressive design, observational assessments of children's emotional reactivity at Wave 2 mediated the relationship between an observational measure of Wave 1 conflict between parents and teacher's report of children's school adjustment at Wave 3. However, children's cortisol reactivity to parent conflict at Wave 1 moderated the first link, such that emotional reactivity operated as a mediator for children with heightened cortisol reactivity but not children with low cortisol reactivity. Moderation was expressed in a "for better" or "for worse" form hypothesized by biological sensitivity to context theory. Thus, children with high cortisol reactivity experienced greater emotional reactivity than their peers when faced with more destructive conflict but also lower emotional reactivity when exposed to more constructive interparental conflict. Results are discussed as to how they advance emotional security and biological sensitivity to context theories.

Adjustment difficulties of school students are common and their school adjustment has gained wide concern in recent years. Negative life events (NLEs) hope, and gratitude have been associated with school adjustment. However, the potential effect of NLEs on hope and gratitude and whether hope and gratitude mediate the association between NLEs and school adjustment among high students have not been studied. Thus, this study aims to investigate the association between NLEs, hope and gratitude, and school adjustment in high school students in China. Additionally, the study aims to examine the mediating role of hope and gratitude in the association between NLEs and school adjustment. A total of 700 junior high school students in Guangxi Province (336 boys, 364 girls, M age = 15 years) completed the questionnaire. The results indicated significant mediating effects of hope and gratitude in the sequential positive association between NLEs and school adjustment. Furthermore, this study unraveled the complexity of the link between NLEs and school adjustment with the combination of hope and gratitude. The findings emphasized the importance of fostering hope and gratitude in left-behind adolescents to combat the negative consequences of NLEs. The study is also one of the first to investigate a serial mediation model to determine which NLEs influence Chinese left-behind adolescents' school adjustment., (© 2023. BioMed Central Ltd., part of Springer Nature.)