A Study on Variables associated with Institutionalized Children's School Life Adjustment: Focused on the Children's Self-esteem, Emotional Intelligence, Institutional Psychological Nurturing Environment, and Interaction with Local Community
AUTHOR : 오유정,문혁준
INFORMATION : page. 69~87 / 2014 Vol.21 No.3
ABSTRACT
The purpose of this study was to analyze personal variables (self-esteem, emotional intelligence) and
institution variables(institutional psychological nurturing environment, interaction with local community)
associated with institutionalized children's school life adjustment and to provide data that can be used to help
the school life adjustment of institutionalized children. The participants comprised 136 elementary school
children in the 4th, 5th and 6th grades who lived in a school's child care institute located in Seoul and
Gyeong-gi. The collected data were analyzed using t-test, ANOVA, post-hoc analysis(Duncan), Pearson
correlation analysis, and hierarchical regression analysis. The results of the study were as follows. First, girls
had higher degrees of school life adjustment than the boys. Moreover, institutionalized children who had lived
for longer periods in an institution had higher school life adjustment levels than other children. Second, the
relationship between the factors showed that a higher degree of self-esteem, emotional intelligence, and the
existence of a positive institutional psychological nurturing environment, and active interaction with the local
community was associated with a higher level of school life adjustment. Third, the strongest predictor of
school life adjustment of institutionalized children was the variable of ‘relationships between members’ of
institutional psychological nurturing environment of institution. These results suggest that various variables be
considered to nurture institutionalized children.