[논문]The Effects of Young Children's Self-esteem and Social Competence on Elementary School Adjustment

Kim, Dae-Wook; Lee, Kyoung-Jin

doi:10.17703/ijact.2021.9.1.114

[국내논문] The Effects of Young Children's Self-esteem and Social Competence on Elementary School Adjustment 원문보기

The International journal of advanced culture technology, v.9 no.1, 2021년, pp.114 - 120

Kim, Dae-Wook (Dept. of Early Childhood Education, Gyeongsang National Univ.) , Lee, Kyoung-Jin (Dept. of Early Childhood Education, Chungang Univ.)

Abstract ▼ AI-Helper

This study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. This study used the 7th year (2014) and 10th year (2017) of the panel study on Korean children, which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). Pearson's correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. The analysis was performed using the the Spss 21.0 program. As a result of this study, peer acceptance among early childhood's self-esteem, assertion, cooperation, and self-control among social competence have influences on adjustment to elementary school life. This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school.

주제어

표/그림 (4)

표 Table 1. Individual background of the analyzed children (N=510)
표 Table 2. The descriptive statistics of the variables used in this study
표 Table 3. Table 3. Correlation between self-esteem, social competence and school adjustment (N=510)
표 Table 4. Effects of young children's self-esteem and social competence on elementary student’s school adjustment (N=510)

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문제 정의

Therefore, this study aims to discover how self-esteem and social competence in early childhood affect school adjustment in elementary school. In order to discover the effect of young children's self-esteem and social competence on elementary school adjustment, this study compares the period of 3rd grade just before elementary school enrollment and after some adjustment to elementary school.
This study is meaningful in that it is a longitudinal study conducted with a time difference for 3 years with the same subjects in order to investigate the influence of the inner factors of early childhood on school adjustment in elementary school. In this study, it was discovered that early childhood’s self-esteem and social competence had a significant influence on elementary school adjustment.

제안 방법

adjustment in elementary school. In order to discover the effect of young children's self-esteem and social competence on elementary school adjustment, this study compares the period of 3rd grade just before elementary school enrollment and after some adjustment to elementary school. The research questions set in this study are as follows.
In this study, for the measurement of social skills in elementary school, a modified and translated Korean version of the social skills measurement system for the panel study on Korean children was used[8, 9]. It was conducted by the homeroom teacher of the early childhood education institution, directly assessing the children.
In this study, the tool modified to fit the panel study on Korean children was used for the social competence tool for young children[7]. This tool was consisted of 4 sub-areas: cognitive ability (6 questions), physical ability (6 questions), peer acceptance (6 questions), and mother acceptance (6 questions).
This tool was composed of 35 questions in 4 sub-areas of adjustment to school life (11 questions), academic performance (11 questions), peer adjustment(8 questions), teacher adjustment (5 questions). The subject’s homeroom teacher responded with a 5-point Likert scale through a web questionnaire. The cronbach’s α of school adjustment inventory was 0.

대상 데이터

Among all the scales, only children with scores were extracted. 510 children were used in the analysis. The background of the children to be analyzed is shown in Table 1.
This study used the 7th year (2014) and 10th year (2017) of the Panel Study on Korean Children (panel.kicce.re.kr/panel), which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). This study was analyzed by using the self-esteem, social competence and school adjustment data of 3rd graders of elementary school before entering elementary school among open data of the panel study on Korean children.
kr/panel), which are longitudinal research data from the Korea Institute of Child Care and Education (KICCE). This study was analyzed by using the self-esteem, social competence and school adjustment data of 3rd graders of elementary school before entering elementary school among open data of the panel study on Korean children.

데이터처리

A correlation analysis was conducted for each variable set in this study. Among the self-esteem in the 5 years old children, cognitive ability was positively correlated with cooperation (r=0.
elementary school adjustment was examined. For this, a hierarchical regression analysis was performed. In the first stage model, scores for each sub-factor of the 5 years old children’s self-esteem were input.

이론/모형

This tool was consisted of 21 questions: assertion (5 questions), cooperation (9 questions), and self-control (7 questions). It was a method of checking the 3-point Likert scale. The cronbach’s α of social competence was 0.
statistics. Pearson’s correlation analysis and hierarchical regression analysis were used as the main statistical analysis methods. As an independent variable of the step-by-step model, the young children’s self esteem (cognitive ability, peer acceptance, physical ability, mother acceptance) were introduce in stage 1.
The tool used in this study is a school adjustment tool in the first grade of elementary school[10]. This tool was composed of 35 questions in 4 sub-areas of adjustment to school life (11 questions), academic performance (11 questions), peer adjustment(8 questions), teacher adjustment (5 questions).

성능/효과

1% of the explanatory power for the total score for school adjustment. By sub-factor, 19.6% of adjustment to school life, 11.6% of adjustment to academic performance, 14.6% of peer adjustment, and 5.8% of teacher adjustment were found.
in elementary school. In this study, it was discovered that early childhood’s self-esteem and social competence had a significant influence on elementary school adjustment. It is important for young children to feel social competence while forming a healthy sense of self-esteem and establishing social relationships with others through it.

참고문헌 (16)

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