The relation between parent-child relations social capital and adjustment of school life of single-parent children Yu Jungok Major in Adolescent Education Graduate School of Education Chonbuk National University This study is about to reveal the relation between the parent-child relations social cap...
The relation between parent-child relations social capital and adjustment of school life of single-parent children Yu Jungok Major in Adolescent Education Graduate School of Education Chonbuk National University This study is about to reveal the relation between the parent-child relations social capital and adjustment of school life of children in single-parent families who went through the variety of transformations of family structures. Hence, the purpose of the investigation is to provide another basic material for single-parent’s children who need to be convinced the significance of the relationship with their parent and, ultimately, to lead them to build the most desirable relationship for their better school life. For this, the following research problems were established. First, what differences are there in parent-child relations social capitals of the children in single-parent’s families in accordance with a child’s gender and family formation? Second, what differences are there in the school adjustments of the children in single-parent’s families in accordance with a parent’s gender and family formation? Third, what relations are there between parent-child relations social capital and adjustment to school life of the children in single-parent’s families? To answer these questions, the single-parent's children were sampled among the 5th and 6th grade primary schooler in Jeonju, Gunsan and Iksan city, and finally 212 children in total were responded to this research. For measurement, a questionnaire on parent-child relations social capital developed by Ann Wuhwan(2006) and revised for this study by professionals and a questionnaire on the school adjustment produced by Min Byungsu(1991) and revised by Choi Hyunju(2005) were hired. The results of this study obtained through this process are as follows. First, there is no difference in the parent-child relations social capitals of the children in single-parent’s families in accordance with a child’s gender and about family formation, children in single-mother families was greater than children in single-father families. Second, when it comes to the school adjustment of children in single-parent’s families, girls are better than boys. And children in single-mother families are better settled than the opposite. Third, there is a positive correlation between parent-child relations social capital and school adjustment. And the parent-child relations social capital affect their school adjustment. Particularly, the more educational concerns and conversations, involvement into school education activities and expectations and disciplines single-parent has, the better school adjustments become possible. In conclusion, positive parent-child relations social capital is essential for well school adjustment of children in single-parent families. Since single-family children adapt better themselves to school as many as parent’s educational concerns and conversations, single-parent should work harder at the points. And also since parent’s involvement into school education activities is shown to affect a child’s school adjustment, single-parent and school should educate cooperatively for a child’s nice and smooth school adjustment. Lastly, parent’s expectations and disciplines are shown to affect a child’s school adjustment as well. Hence, single-parent would better discipline their children with more care and greater expectation.
The relation between parent-child relations social capital and adjustment of school life of single-parent children Yu Jungok Major in Adolescent Education Graduate School of Education Chonbuk National University This study is about to reveal the relation between the parent-child relations social capital and adjustment of school life of children in single-parent families who went through the variety of transformations of family structures. Hence, the purpose of the investigation is to provide another basic material for single-parent’s children who need to be convinced the significance of the relationship with their parent and, ultimately, to lead them to build the most desirable relationship for their better school life. For this, the following research problems were established. First, what differences are there in parent-child relations social capitals of the children in single-parent’s families in accordance with a child’s gender and family formation? Second, what differences are there in the school adjustments of the children in single-parent’s families in accordance with a parent’s gender and family formation? Third, what relations are there between parent-child relations social capital and adjustment to school life of the children in single-parent’s families? To answer these questions, the single-parent's children were sampled among the 5th and 6th grade primary schooler in Jeonju, Gunsan and Iksan city, and finally 212 children in total were responded to this research. For measurement, a questionnaire on parent-child relations social capital developed by Ann Wuhwan(2006) and revised for this study by professionals and a questionnaire on the school adjustment produced by Min Byungsu(1991) and revised by Choi Hyunju(2005) were hired. The results of this study obtained through this process are as follows. First, there is no difference in the parent-child relations social capitals of the children in single-parent’s families in accordance with a child’s gender and about family formation, children in single-mother families was greater than children in single-father families. Second, when it comes to the school adjustment of children in single-parent’s families, girls are better than boys. And children in single-mother families are better settled than the opposite. Third, there is a positive correlation between parent-child relations social capital and school adjustment. And the parent-child relations social capital affect their school adjustment. Particularly, the more educational concerns and conversations, involvement into school education activities and expectations and disciplines single-parent has, the better school adjustments become possible. In conclusion, positive parent-child relations social capital is essential for well school adjustment of children in single-parent families. Since single-family children adapt better themselves to school as many as parent’s educational concerns and conversations, single-parent should work harder at the points. And also since parent’s involvement into school education activities is shown to affect a child’s school adjustment, single-parent and school should educate cooperatively for a child’s nice and smooth school adjustment. Lastly, parent’s expectations and disciplines are shown to affect a child’s school adjustment as well. Hence, single-parent would better discipline their children with more care and greater expectation.
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