Log in

Relevant bibliographies by topics / Maladjustment of the school environment / Journal articles

To see the other types of publications on this topic, follow the link: Maladjustment of the school environment.

Journal articles on the topic 'Maladjustment of the school environment'

Author: Grafiati

Published: 24 April 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Maladjustment of the school environment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Fukunishi, Isao, Masataka Honda, Yasunori Kamiyama, and Hiroshi Ito. "Influence of Mothers on School Adjustment of Continuous Ambulatory Peritoneal Dialysis Children." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 13, no. 3 (July 1993): 232–35. http://dx.doi.org/10.1177/089686089301300314.

Full text

Abstract:

In school children on continuous ambulatory peritoneal dialysis (CAPD), school adjustment is regarded as an important indicator for comprehensive medical care. The aim of the present study was to examine the influence of mothers on school adjustment of CAPD children. The children tended to indicate school maladjustment with school absenteeism and poor relationships with friends. The mothers were characterized by poor independence, poor achievement orientation, strong emotional reliance, and lack of social self-confidence, indicating emotional instability. The family environment, including the mother's psychological condition, was strongly associated with the children's maladjustment to school. The results suggested the necessity of comprehensive medical care for these children and their mothers.

APA, Harvard, Vancouver, ISO, and other styles

2

Chylińska, Klaudia, Magdalena Kękuś, Iwona Dudek, and Malwina Szpitalak. "Nieletni jako sprawca czynu zabronionego – determinanty niedostosowania społecznego." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0013.8464.

Full text

Abstract:

The article covers the issue of juvenile delinquency and social maladjustment. The aim of this paper is to present, on the basis of literature review, a picture of child crime in Poland, as well as to present the psychological determinants of crime and social maladjustment among children. The article discusses the definition of a juvenile in the context of the proceedings for criminal acts and symptoms of social maladjustment. Moreover, it describes the psychological determinants of juvenile delinquency including personality and environmental factors (family, school environment and peers).

APA, Harvard, Vancouver, ISO, and other styles

3

Cho, Yoon-Suk, and Kyung-Nim Lee. "Effects of Adolescent's Alienation, Depression, Family Environment and School Maladjustment on Suicidal Ideation." Journal of the Korean Home Economics Association 48, no. 8 (September 30, 2010): 27–37. http://dx.doi.org/10.6115/khea.2010.48.8.027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Rodríguez Góngora, Josefina, María del Carmen Pérez-Fuentes, and José Jesús Gázquez Linares. "Relation between parental Educational Style and level of adaptation of minors at social risk." European Journal of Investigation in Health, Psychology and Education 3, no. 3 (November 11, 2013): 301–3018. http://dx.doi.org/10.1989/ejihpe.v3i3.52.

Full text

Abstract:

As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze the relation between parental Educational Style and the Level of Adaptation (Personal, Family, and Social) in minors at social risk. For this purpose, a descriptive, cross-sectional study was carried out, with a sample made up of 17 families, selected as a function of the children's age (between 11 and 15 years), with a total of 31 fathers/mothers and 17 minors. The results show low levels of personal and school adaptation, dissatisfaction with the family environment, and educational discrepancies, both in the minors' perception and in the parents' styles. Minors' school maladjustment is related to a Permissive Educational Style in the mother, whereas the minors were dissatisfied with their siblings and displayed Personal Maladjustment when the mother employed a Democratic Educational Style. However, when the parents employ an Authoritarian Educational Style, a greater presence of Personal and Social Maladjustment is observed in their children.

APA, Harvard, Vancouver, ISO, and other styles

5

Rodríguez Góngora, Josefina, María del Carmen Pérez-Fuentes, and José Jesús Gázquez Linares. "Relation between parental Educational Style and level of adaptation of minors at social risk." European Journal of Investigation in Health, Psychology and Education 3, no. 3 (November 11, 2013): 301–3018. http://dx.doi.org/10.3390/ejihpe3030027.

Full text

Abstract:

As a result of the growing number of minors with disruptive behavior and adaptation problems, more research is being published focusing on the analysis of aspects that influence the onset of these problems. Thus, the main goal of this work is to analyze the relation between parental Educational Style and the Level of Adaptation (Personal, Family, and Social) in minors at social risk. For this purpose, a descriptive, cross-sectional study was carried out, with a sample made up of 17 families, selected as a function of the children's age (between 11 and 15 years), with a total of 31 fathers/mothers and 17 minors. The results show low levels of personal and school adaptation, dissatisfaction with the family environment, and educational discrepancies, both in the minors' perception and in the parents' styles. Minors' school maladjustment is related to a Permissive Educational Style in the mother, whereas the minors were dissatisfied with their siblings and displayed Personal Maladjustment when the mother employed a Democratic Educational Style. However, when the parents employ an Authoritarian Educational Style, a greater presence of Personal and Social Maladjustment is observed in their children.

APA, Harvard, Vancouver, ISO, and other styles

6

Nadhirah, Nadia Aulia, Ipah Saripah, and Esty Noorbaiti Intani. "Penyesuaian Sosial Remaja Single Sex Schools." Indonesian Journal of Educational Counseling 4, no. 2 (July 28, 2020): 143–52. http://dx.doi.org/10.30653/001.202042.134.

Full text

Abstract:

ADOLESCENT SOCIAL ADJUSTMENT OF SINGLE SEX SCHOOLS. Teenagers sometimes have the inability to overcome the conflicts they face. This inability can be seen from the behavior of not finding the right ways to overcome problems, resolve demands from the environment, unable to build good relationships with others, hard to believe and be accepted by other people or their environment. The study aims to determine social adjustment in adolescent single sex schools which is a practice of learning by dividing students according to gender, male students are in a classroom with the same sex, and vice versa. The results of evaluations carried out on single sex schools, there are several problems that hinder the task of adolescent development, one of which is the aspect of social adjustment. The study was conducted using a survey method in class XII students of one of the boarding school high schools in Bandung. The results showed 50% of students included in the category of well-adjustment, and 50% of students included in the category of maladjustment. Therefore, it is necessary to formulate an appropriate requirement for guidance and counseling services designed for the development of boarding school students’ self-adjustment.

APA, Harvard, Vancouver, ISO, and other styles

7

Raspopova, Anna S., Elena I. Berilova, and Yulia M. Bosenko. "FACTORS OF ANXIETY AND SOCIO-PSYCHOLOGICAL ADAPTATION OF MODERN ADOLESCENTS IN THE EDUCATIONAL ENVIRONMENT." SCIENTIFIC REVIEW. SERIES 2. HUMAN SCIENCES, no. 2 (2021): 85–95. http://dx.doi.org/10.26653/2076-4685-2021-2-07.

Full text

Abstract:

In modern conditions, the problem of anxiety becomes particularly relevant, which is due to the growth of non-determination, which leads to an increase in the phenomena of maladjustment. The problem of anxiety, despite its representation in research, remains relevant for psychological science and practice. The aim of the study was to identify the factor structure of anxiety and socio-psychological adaptation of modern adolescents. The tasks were to identify the level of anxiety and socio-psychological adaptation, to establish the factor structure of these phenomena and the relationships between them. The study used methods of psychological diagnostics aimed at determining the level of anxiety and parameters of socio-psychological adaptation, methods of mathematical statistics. It is revealed that the parameters of social and psychological adaptation are factors of anxiety development, especially in situations related to school education. Girls are more vulnerable to the stressful factors of the school environment. The results of the study can be used in the practice of the school psychological service to take into account the risk factors for the development of adolescent anxiety, prevention of psychological distress of adolescents.

APA, Harvard, Vancouver, ISO, and other styles

8

Zhilyaev, A. G. "SCHOOL ADAPTATION MONITORING AS A TOOL OF THE PSYCHOLOGICAL SUPPORT SYSTEM IN THE EDUCATIONAL PROCESS." Modern Psychology 2, no. 3 (5) (September 27, 2019): 27–30. http://dx.doi.org/10.46991/sbmp/2019.2.2(5).027.

Full text

Abstract:

Psychological adaptation of children to the learning environment is one of the key characteristics providing an effective "health map" in learners (pupils), as far as this particular feature represents the foundation of successful personal development and education of a child (learner, pupil). Psychological maladjustment is an early and objective predictor of the risk of maladaptive changes in the psychophysiological state of learners. The state of psychological maladaptation is characteristic of an early stage of behavioral disorders in children. Psychological disadaptation may be directly associated with impaired health, both psychological and physical, or learning disability, or may combine all the above aspects. Monitoring represents a simple, available and effective tool for objective dynamic surveillance on the psychological status, it enables identifying negative trends in the mental state of children (learners) in course of the learning process.

APA, Harvard, Vancouver, ISO, and other styles

9

Skarpness, Lorie R., and David K. Carson. "Temperament, Communicative Competence and the Psychological Adjustment of Kindergarten Children." Psychological Reports 59, no. 3 (December 1986): 1299–306. http://dx.doi.org/10.2466/pr0.1986.59.3.1299.

Full text

Abstract:

This study examined different aspects of children's psychological adjustment within 8 traditional kindergarten classrooms in relation to both characteristics of temperament and communicative abilities. The sample consisted of 122 boys and 95 girls ( N = 217, M age = 70 mo.) from middle-class Caucasian families residing in the Upper Midwest. Communicative competence and the temperament dimensions of approach/withdrawal, mood and general activity level were significantly predictive of various manifestations of adjustment/maladjustment during the early phases of kindergarten, including peer relations, dependency, hostility, and productivity. In addition, the sex and age of the children were predictive of their dependency, productivity, and withdrawal as evaluated by teachers within the school environment.

APA, Harvard, Vancouver, ISO, and other styles

10

Mariah, Kiki, Neviyarni S, and Jamaris Jamna. "Efektivitas Pelaksanaan Bimbingan Kelompok dengan Pendekatan Konseling Realitas dalam Mengembangkan Penyesuaian Diri Siswa di Lingkungan Sekolah pada Siswa Kelas X SMAN 1 Sungai Tarab." Konselor 5, no. 2 (June 30, 2016): 72. http://dx.doi.org/10.24036/02016526476-0-00.

Full text

Abstract:

Self Adjustmentin school environment is a process that covers mental responses and behavior change in which the students struggle for managing their needs, tension, conflicts and frustration so that they could harmonize their needs and the school’s demands. One of the approaches done to develop the students’ self adjustment was reality therapy. This research was aimed at revealing: the average score of the students’ self adjustment in school environment before and after reality therapy was applied; and the effectiveness of group counseling by using reality therapy approach in developing the students’ self adjustment in school environment.This research applied quantitative method. This was a pre-experimental research which used the one group pre-test post-test design. The subject of the research was chosen by using non-random sampling technique and purposive sampling method. The subject consisted of twelve students who were categorized into maladjustment and well adjusted. This research was conducted at SMAN 1 Sungai Tarab for six meetings. The instrument of the research was self adjustment scale of Likert scale model. The data gathered were analyzed by using Wilcoxon Signed Ranks Test of statistic non-parametric technique assisted with SPSS version 20.00.The research findings revealed that, in general, group counseling by using reality therapy approach was effective in developing the students’ self adjustment in school environment. Meanwhile, in particular, there was a difference between self adjustment score of the students before and after group counseling by using reality therapy approach was applied. Based on the research findings, it was conluded that the students’ self adjustment in school environment could be developed through group counseling by using reality therapy approach.

APA, Harvard, Vancouver, ISO, and other styles

11

Kazin, E. M., I. A. Sviridova, O. N. Chetverik, P. Y. Zarchenko, O. L. Tarasova, T. I. Sherer, and A. I. Fedorov. "INFLUENCE OF AGE, GENDER AND TYPOLOGICAL FEATURES OF ADOLESCENTS ON THE FORMATION OF ADAPTIVE POSSIBILITIES IN THE CONDITIONS OF TRAINING IN MIDDLE SCHOOL. Message 1: Age and gender characteristics of the psycho-physiological and psycho-social adaptation." Bulletin of Kemerovo State University, no. 1 (March 20, 2017): 112–23. http://dx.doi.org/10.21603/2078-8975-2017-1-112-123.

Full text

Abstract:

The article features a study of psychophysiological, social- psychological characteristics and coping strategies of middle school pupils with the aim to research their psychosocial and physiological adaptation, the level of stress resistance, motivational and behavioral characteristics. 90 pupils of 5th and 8th grades were studied. The article analyzes the complex neurodynamic and psychodynamic indicators of social and psychological adaptation-maladjustment, the functional state of the autonomic regulation of the heart rate features. It has been shown that a significant role in the formation of adaptive possibilities of students is determined by a combination of age and gender characteristics of personality, of neurodynamic and psychovegetative parameters. It was found that the structure of the functional system, which reflects the relationship of psycho-physiological and social-psychological characteristics, indicates the need for more profound identification of indicators of individual autonomic reactivity and psychovegetative provision of adaptive responses in adolescent students in school environment.

APA, Harvard, Vancouver, ISO, and other styles

12

Milano, Charlene, Tara Upshire, Sarah Scarazzo, Benjamin P. Schade, and Karen H. Larwin. "Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired." International Journal of Evaluation and Research in Education (IJERE) 5, no. 4 (October 7, 2016): 255. http://dx.doi.org/10.11591/ijere.v5i4.5952.

Full text

Abstract:

<p>Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more systems impacts the other systems in the child’s life. Dysfunction increases the risk for maladjustment and poor mental and emotional health. Deaf youth are at greater risk for disruption in interactions between the child and their environment and therefore are also at greater risk for social and emotional problems. Data from the National Longitudinal Study of Adolescent to Adult was used to gain a better understanding of deaf student’s feelings of acceptance at school, reported positive feelings, academic grades and future plans. Twelve (12) deaf students were included in a total of 456 youth participants from across the county. No significant differences were found between the two groups. </p>

APA, Harvard, Vancouver, ISO, and other styles

13

Romano, Luciano, Piermarco Consiglio, Giacomo Angelini, and Caterina Fiorilli. "Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (July 19, 2021): 770–80. http://dx.doi.org/10.3390/ejihpe11030055.

Full text

Abstract:

School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14–18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk.

APA, Harvard, Vancouver, ISO, and other styles

14

Sundari, Sri, and Fitri Nurjanah. "Does the MMPI-2 College Maladjustment Scales Affect the Mini-Quiz Score of Students in the Medical Study Program of Universitas Muhammadiyah Yogyakarta." JMMR (Jurnal Medicoeticolegal dan Manajemen Rumah Sakit) 10, no. 1 (April 28, 2021): LAYOUTING. http://dx.doi.org/10.18196/jmmr.v10i1.11432.

Full text

Abstract:

A student, especially a new student, will make adjustments to their environment in their first year of college, from high school to higher education. During the adjustment process, freshman experience various kinds of changes in the Higher Education environment. These changes both academically and non-academically. This research is a quantitative analytic observational research with cross sectional approach. The population used in this study were new students of the 2018 class of the Medical Study Program at Universitas Muhammadiyah Yogyakarta. There were 150 new student batch 2018 as population of the study. Based on the results and discussion, it can be concluded that there is no significant relationship between the MMPI-2 College Maladjustment Scales (Mt) and the mini-quiz score. It is suggested to have further research with more mini-quiz scores in blocks, research on factors that affect learning outcomes, and involve other aspects of learning outcomes, not only mini-quiz scores but also final block evaluation scores, tutorial scores and practicum scores.

APA, Harvard, Vancouver, ISO, and other styles

15

Chimicz, Dorota. "The use of assistive technology for students with disabilities in inclusive education." Special School LXXXI, no. 3 (June 30, 2020): 175–87. http://dx.doi.org/10.5604/01.3001.0014.2357.

Full text

Abstract:

Under Section 5, Subsection 5 of the Regulation of the Minister of National Education of August 9, 2017, on conditions for organizing education and care for children and adolescents with disabilities, children and adolescents who are socially maladjusted, and children and adolescents who are at risk of social maladjustment, children with disabilities are granted equal access to education in mainstream schools as well as to curricula, methods, and organization of instruction that are adapted to their psychophysical abilities and provided within an inclusive education model. Many researchers who analyze the conditions for successful inclusion of students with disabilities in mainstream school argue that assistive technology can help these students overcome a lot of barriers they encounter in inclusive settings, thus giving them a chance of a significantly higher level of academic performance and social functioning. This paper explains what assistive technology is and provides a review of available solutions in the area of technological support for students with visual impairments, hearing impairments, communication disorders, and mobility disabilities. It also analyzes the use of assistive technology in working with students with disabilities in a diverse school setting from the point of view of challenges facing teachers and the whole environment supporting students with disabilities.

APA, Harvard, Vancouver, ISO, and other styles

16

Galán-Megías, Rocío, María Dolores Lanzarote-Fernández, Javier Casanovas-Lax, and Eva María Padilla-Muñoz. "Interaction of Impulsivity, Attention, and Intelligence in Early Adolescents Born Preterm without Sequelae." International Journal of Environmental Research and Public Health 18, no. 17 (August 27, 2021): 9043. http://dx.doi.org/10.3390/ijerph18179043.

Full text

Abstract:

There is insufficient evidence on the intellectual and attentional profile of adolescents born prematurely. Aim: to identify maladjustment in intellectual and attention skills at the beginning of secondary school. Method: 69 premature 12-year-old adolescents were evaluated with the WISC, d2 Test of Attention, and Test of Perception of Differences-Revised (CARAS-R). Results: adolescents present intellectual and attention abilities in the normal range. However, all premature adolescents show difficulties in impulse control and female adolescents are better in processing speed. Depending on the category of prematurity, differences in attention skills are evident. Conclusion: adolescents born prematurely without associated sequelae have significantly lower performance in the same areas than the normative group. This could affect the cognitive control of their behavior and academic performance in the medium and long term. Great prematurity could interfere with attention skills and self-control even at the age of 12, especially in males.

APA, Harvard, Vancouver, ISO, and other styles

17

Alnæs, Dag, Tobias Kaufmann, Andre F. Marquand, Stephen M. Smith, and Lars T. Westlye. "Patterns of sociocognitive stratification and perinatal risk in the child brain." Proceedings of the National Academy of Sciences 117, no. 22 (May 14, 2020): 12419–27. http://dx.doi.org/10.1073/pnas.2001517117.

Full text

Abstract:

The expanding behavioral repertoire of the developing brain during childhood and adolescence is shaped by complex brain–environment interactions and flavored by unique life experiences. The transition into young adulthood offers opportunities for adaptation and growth but also increased susceptibility to environmental perturbations, such as the characteristics of social relationships, family environment, quality of schools and activities, financial security, urbanization and pollution, drugs, cultural practices, and values, that all act in concert with our genetic architecture and biology. Our multivariate brain–behavior mapping in 7,577 children aged 9 to 11 y across 585 brain imaging phenotypes and 617 cognitive, behavioral, psychosocial, and socioeconomic measures revealed three population modes of brain covariation, which were robust as assessed by cross-validation and permutation testing, taking into account siblings and twins, identified using genetic data. The first mode revealed traces of perinatal complications, including preterm and twin birth, eclampsia and toxemia, shorter period of breastfeeding, and lower cognitive scores, with higher cortical thickness and lower cortical areas and volumes. The second mode reflected a pattern of sociocognitive stratification, linking lower cognitive ability and socioeconomic status to lower cortical thickness, area, and volumes. The third mode captured a pattern related to urbanicity, with particulate matter pollution (PM25) inversely related to home value, walkability, and population density, associated with diffusion properties of white matter tracts. These results underscore the importance of a multidimensional and interdisciplinary understanding, integrating social, psychological, and biological sciences, to map the constituents of healthy development and to identify factors that may precede maladjustment and mental illness.

APA, Harvard, Vancouver, ISO, and other styles

18

Grigorieva, Inna, and Iryna Makarenko. "Comprehensive assistance for children with special educational needs in the inclusive-resource center." Bulletin of Luhansk Taras Shevchenko National University 1, no. 8 (346) (2021): 59–69. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-1-59-69.

Full text

Abstract:

The article examines the current state of education, which is characterized by an intensive search for effective forms of humanization of educational activities. The problems of preschool children with organic lesions of the central nervous system during their transition to the school environment were analyzed. The process of medical, psychological and pedagogical assistance to children with health problems and their parents in an inclusive resource center was disclosed. In accordance with the object, subject and purpose of the study, the tasks of the study are determined. The program of comprehensive assistance to children to prevent social maladjustment of the child was considered and analyzed. As part of a comprehensive program, an analysis of the multifaceted impact on the child was carried out, organized by the efforts of a defectologist, social teacher, psychologist and speech therapist. The main tasks in the correctional work of psychologists and social educators were considered. The main organizational forms of psychological and pedagogical work were revealed. Methods and techniques of work of a social teacher with a family were analyzed in identifying negative factors that disrupt the normal process of upbringing and development of a child in a family. Integration forms of work on the basis of an inclusive resource center were considered. Evaluating the speech therapy component of the entire correction process, a connection was revealed between speech disorders, impaired articulatory motor skills and the functionality of the hands and fingers. The main directions of speech therapy work were listed and the exercises used in speech therapy classes were considered. We examined some of the organizational aspects of the interaction of specialists within the framework of the program of comprehensive psychological and pedagogical assistance to children, identified their functions, determined the meaning and place of speech therapy correction in the structure of assistance to families and children.

APA, Harvard, Vancouver, ISO, and other styles

19

Kurt, Kemal Arda, and Ekrem Levent İlhan. "Psychological adjustment in children and fencing: A descriptive research." Journal of Human Sciences 18, no. 3 (October 3, 2021): 473–84. http://dx.doi.org/10.14687/jhs.v18i3.6163.

Full text

Abstract:

The aim of research is describe the psychological adjustment levels of fencing students at ages 6-11 through their parents and teachers. 42 male and 38 female fencing students participated in the research. In order to determine the psychological adjustment level of the participants, a personal information form and Hacettepe Psychological Adjustment Scale filled out by the parents and teachers. Descriptive statistics, Pearson correlation and Mann Whitney-U analysis were applied to the data set. As a result of the analyzes, it was found that there was a negative correlation between sport age and psychological maladjustment levels (p <0.05). It is thought that fencing positively affect children’s psychological adjustment level. However, there was a significant difference between parent and teacher evaluations (p <0.05). It can be mentioned that teachers see children more flawlessly and in harmony while evaluating, or that children exhibit behavioral problems in the school environment at a lower rate than in the home environment. It is thought that the obtained data can be a guide resource for longitudinal and experimental studies to be conducted on the potential of fencing sports to effect the psychological adjustment levels of children. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Araştırmanın amacı, 6-11 yaş aralığında eskrim sporu yapan çocukların nevrotik ve davranış sorun boyutları ile bunların bileşkesi olan ruhsal uyum düzeylerini, ortaya koymaktır. Araştırmaya eskrim sporu yapan 42 erkek ve 38 kız çocuk katılmıştır. Araştırmaya katılan sporcuların ruhsal uyum düzeylerini belirlemek amacıyla ebeveyn ve öğretmenlerine kişisel bilgi formu ve Hacettepe Ruhsal Uyum Ölçeği uygulanmıştır. Elde edilen veri setine, tanımlayıcı istatistikler, Pearson kolerasyon çarpımı ve Mann Whitney-U analizleri uygulanmıştır. Yapılan analizler sonucunda, spor yaşı ile ruhsal uyumsuzluk düzeyleri arasında negatif yönde orta düzeyde ilişki olduğu tespit edilmiştir (p<0,05). Eskrim sporunun çocukların ruhsal uyum düzeylerini olumlu yönde etkilediği düşünülmektedir. Bununla birlikte ebeveyn ve öğretmen değerlendirmeleri arasında ise anlamlı farklılık olduğu saptanmıştır (p<0,05). Öğretmenlerin değerlendirme yaparken çocukları daha kusursuz ve uyumlu gördükleri veya çocukların okul ortamında davranış sorunlarını ev ortamına göre daha düşük oranda sergilediklerinden söz edilebilir. Elde edilen verilerin, eskrim sporunun çocukların ruhsal uyum düzeylerini etkileme potansiyeli ile ilgili yapılacak olan boylamsal ve deneysel çalışmalara bir fikir kaynağı olabileceği düşünülmektedir.

APA, Harvard, Vancouver, ISO, and other styles

20

Iwamoto, Derek K., Jennifer Brady, Aylin Kaya, and Athena Park. "Masculinity and Depression: A Longitudinal Investigation of Multidimensional Masculine Norms Among College Men." American Journal of Men's Health 12, no. 6 (July 4, 2018): 1873–81. http://dx.doi.org/10.1177/1557988318785549.

Full text

Abstract:

The transition from high school to college represents a pivotal developmental period that may result in significant maladjustment for first-year college men. Men may feel pressured to “prove” their masculinity by engaging in traditional masculine behaviors that could be negative for their overall well-being. Although adherence to multidimensional masculine norms has been associated with poorer mental health, no studies have examined the role of masculine norms on prospective depressive symptoms among first-year college men. Examining college men’s adherence to multidimensional masculine norms longitudinally can offer a promising theoretical framework to explain within-group variability in depression symptomatology. The sample included 322 men from the Mid-Atlantic region of the United States. Masculine norms were assessed during the beginning of their first year of college. Depressive symptomatology was assessed 6 months after the first wave of data collection. Masculine norms were positively and negatively related to prospective depression scores, such that men who endorsed the masculine norms of Self-Reliance, Playboy (i.e., desire to have multiple sexual partners), and Violence, had heightened risk, whereas men who endorsed Winning and Power Over Women were less likely to report depressive symptomatology. Distinct masculine norms appear to confer risk for depression while other norms appear to be protective. This study was the first to examine the role of multidimensional masculine norms on prospective depressive symptomatology among college men. The results suggest that practitioners working with men should consider assessing their clients’ adherence to distinct masculine norms and explore how these might be impacting their current mental health.

APA, Harvard, Vancouver, ISO, and other styles

21

YANCY, W. SAM, MUKI FAIRCHILD, ROBERT J. THOMPSON, and GORDON WORLEY. "Primary prevention of school maladjustment." Journal of Developmental & Behavioral Pediatrics 7, no. 1 (February 1986): 71. http://dx.doi.org/10.1097/00004703-198602000-00027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Benyamini, Kalman. "School Maladjustment in Young Children." School Psychology International 7, no. 2 (April 1986): 101–9. http://dx.doi.org/10.1177/0143034386072008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Durlak, Joseph A. "Primary prevention of school maladjustment." Journal of Consulting and Clinical Psychology 53, no. 5 (1985): 623–30. http://dx.doi.org/10.1037/0022-006x.53.5.623.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Kuzmina, T. I. "Diagnostics of social self with younger schoolchildren with intellectual disabilities." Vestnik of Minin University 7, no. 4 (December 19, 2019): 13. http://dx.doi.org/10.26795/2307-1281-2019-7-4-13.

Full text

Abstract:

Introduction. The article presents a fragment of a comprehensive study of the formation of the self-concept of people of different ages with intellectual disabilities, dedicated to the study of the social self with younger pupils with mild mental retardation. The questions of diagnostics and qualitative analysis of the state of this structurally-substantial component of the self-concept are highlighted. Structuring the self-conceptual components of the personality is of great importance for the formation of the skills of dialogical interaction with others in a younger student with intellectual disabilities and develops the ability to adapt among peers with subsequent integration into society. In younger students with mental retardation, a violation of the formation of self-image due to intellectual underdevelopment is the basis for the complications of social interaction that arise as a result, and the inability to independently overcome these difficulties entails maladjustment and early-occurring asociality in behavior. It is difficult for a child with intellectual impairment to enter into dialogical relationships with the outside world, the ability to which is an essential characteristic of a person to form adaptive behavior. The behavioral manifestations of a primary school pupils with mild mental retardation in some cases are not conscious, impulsive, reactive, uncontrolled. And in this case, attention is drawn to the qualitative originality of the personal characteristics of such children and the specifics of the formation of their self-consciousness as a regulator of social behavior.Materials and methods. An anamnestic data analysis was used, a structured conversation, as well as a diagnostic complex, which included several proprietary techniques developed to study the social self with individuals having mild mental retardation. The study of the expected attitude from the representatives of the immediate environment was carried out using the “Balls” methodology, the determination of the attitude to the representatives of the nearest environment was carried out using the «Ladder» methodology. The study of the expected attitude from representatives of the immediate environment and the child’s own attitude to them in the structure of the Self-social is a modification of the method of «Unfinished sentences» - «Finish the sentence». The «You have to be like this» methodology was used to diagnose elements of social longevity of a prescriptive nature, irrespective of a personally attractive prototype.Results. The article presents the methods and results of studying the social self component with primary school pupils having mental retardation. We study the child’s expected attitude from representatives of the immediate environment and their own attitude to them, socially desirable qualities (according to the child) and the norms of social dignity learned by children. The experiment involved 53 children with mild mental retardation (F 70 according to ICD-10). Participants in the study were divided into groups: depending on the residence / non-residence of the child in a boarding school and the form of education that children receive. Three groups were formed: children receiving differential education, living in a boarding school (31 people) group A; children receiving differentiated education, daily coming to school (9 people) group B; children studying in an inclusive class (13 people) group C. To perform, the children were offered a diagnostic complex, developed taking into account the intellectual and linguistic capabilities of the subjects of diagnosis, which includes several interconnected methods that imply a qualitatively-quantitative assessment, taking into account the main criteria for the diagnosis of the mental sphere of persons with intellectual impairment. An experimental study showed that the self-social component in the structure of the self-concept at the stage of primary school age has a distinctive quality. The level of fulfillment of the tasks of the diagnostic program by children with a mild degree of mental retardation is not uniform. Most of the tasks are carried out at a high and medium level, when respondents understand the instructions, accept the experimenter's small organizing help, adequately answer the questions posed, and often give not only standardized, but also spontaneous answers. This fact is in favor of the relevance of the proposed methods to diagnostic research tasks of studying the self-conceptual components of the self-consciousness of children with impaired intelligence. If the task is performed below the average level, the low marks received by the children are associated not so much with a lack of understanding of the instruction as with a low motivation for the diagnostic procedure. Minimum, maximum, average values and the total distribution of points received by children of groups A, B, C for completing tasks in the Self-social study do not differ significantly, which is confirmed statistically when calculating the non-parametric Mann – Whitney statistic for unrelated samples. Thus, the self-social component with children having impaired intelligence of primary school age is relatively formed. The qualitative specificity of this component of the self-concept at this age stage is its predominantly positive orientation in terms of the child’s expected relationship from representatives of the immediate environment and his own positive attitude towards them. Marked significance for a child with a mental retardation of his personality and activity assessments from his immediate environment and especially significant adults is noted. In children receiving differentiated and inclusive education, Self-social structurally and substantively differ little, with the exception of certain points due to the specifics of these forms of education and the organization of interaction of children in a “barrier-free” peer environment.Discussion and conclusions. The study demonstrated the presence of specific structurally-meaningful manifestations of the self-social component of elementary schoolchildren with mild mental retardation. As a result of the study of the relationship expected by children with mental retardation from representatives of the immediate environment, a positive trend was revealed in the development trends of this aspect of the formation of the social self. The positive orientation of the expected relationship is associated with the child’s own positive attitude towards significant others, and is often associated not with the child’s assessment of the real state of things and actions of individuals, but with the high significance of these representatives for the child himself, the ability to communicate with them, the child’s need for affiliation, acceptance and proximity. At the same time, fragmentation in the evaluation of the semantic content of the concepts “friend”, “acquaintance”, “friend”, “significant person” from the point of view of closeness and trust to the subject falling into this inner circle can negatively affect the social and behavioral implementation of primary school students with mental retardation. The generalization by children with mental retardation of individual frustration experiences and experiences of failure / dissatisfaction with needs and the occurrence in some separate cases of social interaction, transferring them to the general expected attitude from representatives of the immediate and near environment can be the basis for the formation of pathological characteristics of the person at the stage of adolescence based on emancipation or implementation of protest reactions in the context of a general destabilization of behavior. The idealization of antisocial parental prototypes and pronounced uncriticality to the actual behavior of loved ones can become the basis for the subsequent copying of variants of antisocial behavior at later age stages.

APA, Harvard, Vancouver, ISO, and other styles

25

Osuna, Eduardo, and Aurelio Luna. "Behavior at School and Social Maladjustment." Journal of Forensic Sciences 34, no. 5 (September 1, 1989): 12757J. http://dx.doi.org/10.1520/jfs12757j.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Garcés Delgado, Yaritza, Lidia Esther Santana Vega, and Luis Antonio Feliciano García. "Proyectos de vida en adolescentes en riesgo de exclusión social." Revista de Investigación Educativa 38, no. 1 (December 29, 2019): 149–65. http://dx.doi.org/10.6018/rie.332231.

Full text

Abstract:

La configuración del proyecto de vida es un reto de todo ser humano. Los factores que condicionan la construcción del proyecto vital son diversos: escasa madurez, falta de identidad, personalidad conflictiva, entorno sociofamiliar problemático, fracaso escolar, etc. La investigación tiene como objetivo analizar el proceso de configuración de los proyectos de vida en adolescentes en riesgo de exclusión social. Se realizó un estudio de casos múltiples con seis adolescentes con trayectorias de exclusión acogidos al sistema de protección. En el estudio se utilizaron instrumentos y técnicas cualitativas (diario de campo, entrevistas abiertas y grupos de discusión) y cuantitativas (cuestionario). Los resultados muestran que estos menores poseen dificultades para proyectar un futuro al margen de los contextos de exclusión social en los que se han desarrollado. Los proyectos de vida son construidos desde la inadaptación al sistema y sobre una base socioemocional deficiente, ocasionando en los jóvenes la incapacidad de generar pensamientos y conductas asertivas para lograr alcanzar las metas fijadas. Es necesario: a) trabajar con los adolescentes en riesgo de exclusión la adquisición de estrategias socioemocionales, y b) prevenir las conductas intra e interpersonales conflictivas, a través de acciones de atención/apoyo. The configuration of the life design is a challenge for every human being. The factors that determine the construction of the life design are diverse: lack of maturity, lack of identity, con-flictive personality, problematic social and family environment, school failure, etc. This study attempts to analyse the process of shaping life designs in adolescents at risk of social exclusion. A multi-case study was conducted with six adolescents presenting exclusion trajectories that were within the protection system. In the study, qualitative (semi-structured and diary field inter-views) and quantitative (questionnaire) data retrieval tools and techniques were used, opting for a mixed methodology. The results show that these children have difficulties in projecting a future outside the contexts of social exclusion in which they have developed. Life designs are built from the maladjustment to the system and on a deficient social-emotional basis, making young people unable to generate assertive thoughts and behaviors to achieve the goals set. It is necessary to: a) work with adolescents at risk of exclusion to make them acquire social-emotional strategies, and b) prevent conflicting intra and interpersonal behaviour through care/support actions.

APA, Harvard, Vancouver, ISO, and other styles

27

Lee, Meery. "Daily Manifestations of School Maladjustment Among Elementary School Students." Korean Journal of Child Studies 33, no. 4 (August 31, 2012): 19–34. http://dx.doi.org/10.5723/kjcs.2012.33.4.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

CLINCIU, A. I. "PILOT STUDY CONCERNING SCHOOL MALADJUSTMENT IN SECONDARY." SERIES VII - SOCIAL SCIENCES AND LAW 61(12), no. 2 (December 6, 2019): 209–16. http://dx.doi.org/10.31926/but.ssl.2019.12.61.2.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Kuchma, V. R., Elena A. Tkachuk, and I. Yu Tarmaeva. "Psychophysiological state of children in conditions of informatization of their life activity and intensification of education." Hygiene and sanitation 95, no. 12 (October 28, 2019): 1183–88. http://dx.doi.org/10.18821/0016-9900-2016-95-12-1183-1188.

Full text

Abstract:

The transition to a new stage of the development - the information society is an objective reality and has an influence on all areas of the activity of the society, including the establishment of a child as an object of the hygienic research. In conditions of the general informatization of the society, the appearance of so-called “clip thinking,” explains the maladjustment of educational technologies to mechanisms of children ’ and teenagers ’perception and is confirmed by the growth of the school pathology and the gain in the morbidity rate. In the investigation on the example of the educational institutions of Irkutsk it was executed the evaluation of the impact of the intensification of informatization of education and personal development. For the investigation there were formed 2 groups ofpreschools with different levels of informatization in the same preschool institution of the central district of the city of Irkutsk but in different periods of time. In total there were observed 211 children aged of 5.5 to 6.5 years. For the study the influence of the intensification (and informatization of training there were formed 2 groups of small schoolchildren with different levels of intensification (and informatization) of education. The total number of cases accountedfor 465 children aged of 7-9 years. There were suggested methodical approaches to the estimation of the health status of the children, with taking into account the inevitable influence offactors of informatization and the intensification of education. The performed investigations have allowed to reveal the following tendencies in the shaping of the psychophysical state of health and development of children: an increase of level of informatization of education and personal and accomplishment; intensification of learning working; reduction of the attention level; imagination and visual divergence; capability to the linear differentiation and construction of inferences; fear to fail to meet the expectations of surrounding people and low resistance to stress; the increase speed of data processing along with fall in quality; the gain in hyperactivity.

APA, Harvard, Vancouver, ISO, and other styles

30

Caldicott, Catherine V. "A ‘Period of Maladjustment’:." Journal of Medical Regulation 103, no. 4 (January 1, 2017): 24–31. http://dx.doi.org/10.30770/2572-1852-103.4.24.

Full text

Abstract:

Rapid changes in the medical practice environment pose novel ethical challenges for clinicians. As during any time of great innovation, unanticipated conflicts, problems, or ethical questions may arise, creating a “period of maladjustment” between the introduction of the innovation or technological advancement and the point at which society achieves consensus on the appropriate use of that innovation or advancement. This article reports examples of physicians and physician assistants who exercised poor judgment — often in the absence of systems or structural supports — when faced with novel ethical dilemmas involving advancements such as electronic health records, social media, medical marijuana certification, and access to an international marketplace for drugs and devices. It suggests areas for intervention for licensing boards, educators, and other oversight entities that may better equip licensees to address these novel ethical dilemmas. Finally, because the primacy of patient welfare cannot be the responsibility of individual providers alone, this article supports a call to action for organizations to develop structures to support a culture of professionalism dedicated to safeguarding patients, clinicians, and the profession of medicine itself in this new medical environment.

APA, Harvard, Vancouver, ISO, and other styles

31

임혜경, jae-kook Park, 정지완, 김혜리, 落合俊朗, and 김주홍. "The Recognition of Teachers to Condition and Support of Maladjustment on Students with School Maladjustment." Journal of Special Children Education 9, no. 4 (December 2007): 361–77. http://dx.doi.org/10.21075/kacsn.2007.9.4.361.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Tai Young Park, 김선희, and 신원정. "Family Therapy for Adolescents with School Maladjustment Problems." Family and Family Therapy 21, no. 1 (April 2013): 127–46. http://dx.doi.org/10.21479/kaft.2013.21.1.127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Kochenderfer, Becky J., and Gary W. Ladd. "Peer Victimization: Cause or Consequence of School Maladjustment?" Child Development 67, no. 4 (August 1996): 1305. http://dx.doi.org/10.2307/1131701.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Balandina, O. V., E. D. Bozhkova, V. V. Dvoryaninova, V. V. Katunova, and A. A. Konovalov. "Correction of school maladjustment based on interdisciplinary approach." Medical Almanac, no. 2 (June 16, 2019): 24–29. http://dx.doi.org/10.21145/2499-9954-2019-2-24-29.

Full text

Abstract:

The article presents the results of the analysis of modern (from 2011 to the present) foreign sources on school maladjustment as an interdisciplinary medical and psychological problem. The urgency of the problem is aggravated against the background of global socio-economic and technological changes that determine the lifestyle and behavior of younger schoolchildren at school and in the family. Taking into account the prospects for the growth of the influence of these factors, the article presents a systematic assessment of modern possibilities for diagnosing, compensating, and correcting disorders to adapt to primary school education for pupils in primary schools based on the results of studying advanced domestic and foreign experience. The analysis showed an increase in the number of modern methods, including with the participation of specialists from various specialties, including psychiatrists, psychologists and teachers, as well as with the active involvement of the families of schoolchildren. It is noted that the validity of the methods is not always at the proper level. Based on the analysis, it was concluded that an interdisciplinary approach is appropriate both in assessing risk and eliminating the causes of school maladjustment, as well as in dealing with its consequences. The prospect of introducing an appropriate approach assumes the project «Healthy Future» on the territory of Nizhny Novgorod.

APA, Harvard, Vancouver, ISO, and other styles

35

Butorin, G. G., N. E. Butorina, and L. A. Benko. "School maladjustment at initial pupils from victim families." European Psychiatry 23 (April 2008): S82. http://dx.doi.org/10.1016/j.eurpsy.2008.01.672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Byunghwan Lee and Dae-Koo Kang. "A Study of School Maladjustment Action Factors in Secondary School Students." Journal of Education & Culture 20, no. 3 (September 2014): 125–48. http://dx.doi.org/10.24159/joec.2014.20.3.125.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Amirbagloie-Daryani, Marhsa, Somayeh Shabani, Soheila Saraee, and Robert Pasnak. "The Role of School Factors in Predicting School Maladjustment in Junior High School Students." Creative Education 13, no. 01 (2022): 135–48. http://dx.doi.org/10.4236/ce.2022.131010.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Ono, Shuei, Yuki Horii, Miki Horikawa, and Hisashi Amagai. "Effects of group program on patients with school maladjustment." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 1EV—042–1EV—042. http://dx.doi.org/10.4992/pacjpa.82.0_1ev-042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

McGhee, Ron L., and Rick Jay Short. "The prevalence of social maladjustment among school-age children." Psychology in the Schools 28, no. 4 (October 1991): 285–89. http://dx.doi.org/10.1002/1520-6807(199110)28:4<285::aid-pits2310280402>3.0.co;2-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Milan, Stephanie, and Ellen E. Pinderhughes. "Family Instability and Child Maladjustment Trajectories During Elementary School." Journal of Abnormal Child Psychology 34, no. 1 (February 2006): 40–53. http://dx.doi.org/10.1007/s10802-005-9007-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Morales Rodríguez, Francisco Manuel. "ASSESSMENT OF COPING STRATEGIES AND PSYCHOLOGICAL ADJUSTMENT IN CHILDREN." Problems of Psychology in the 21st Century 3, no. 1 (June 10, 2012): 67–75. http://dx.doi.org/10.33225/ppc/12.03.67.

Full text

Abstract:

The study of coping strategies in children and adolescents is a topic in line with the study of a healthy development, as the very fact of having coping skills serves as a guarantee for a healthy lifestyle and quality of life. The general aim is the prediction of children coping (coping strategies used by students of elementary education, and in relation to four types of stressors known as the school, family, peer interaction and health) in terms of the impact of varying stress, coping, School, clinical and social maladjustment. Participants were 402 students, ranging from 9 to 12 years old. Results show that that the variable coping with the ACS, stress and clinical maladjustment predict, with different impact, coping strategy employed by children. This information attempts to be useful in the applied Educational. Key words: assessment, coping strategies, maladjustment, middle-childhood.

APA, Harvard, Vancouver, ISO, and other styles

42

Kim, SoYoung, Hyunji Kim, and Sangsoo Lee. "Effects of Social-emotional competence and Resilience on School adjustment and School maladjustment." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 18 (September 30, 2018): 477–94. http://dx.doi.org/10.22251/jlcci.2018.18.18.477.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Suzuki, Mikie, and Daiki Kato. "School Maladjustment and Rolefulness during High School: A Longitudinal Cross-Lagged Panel Analysis." Japanese Journal of Personality 28, no. 2 (November 1, 2019): 171–74. http://dx.doi.org/10.2132/personality.28.2.10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Silva, J. T., A. C. Fonseca, and S. A. Coelho. "Childhood low self-control and school maladjustment in later adolescence." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (July 2012): S149. http://dx.doi.org/10.1016/j.neurenf.2012.04.155.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Hilsenroth, Mark J., and Harry J. Sivec. "Relationships Between Hand Test Variables and Maladjustment in School Children." Journal of Personality Assessment 55, no. 1-2 (September 1990): 344–49. http://dx.doi.org/10.1080/00223891.1990.9674071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Hilsenroth, Mark, and Harry Sivec. "Relationships Between Hand Test Variables and Maladjustment in School Children." Journal of Personality Assessment 55, no. 1 (September 1, 1990): 344–49. http://dx.doi.org/10.1207/s15327752jpa5501&2_31.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Bully, Paola, Joana Jaureguizar, Elena Bernaras, and Iratxe Redondo. "Relationship between Parental Socialization, Emotional Symptoms, and Academic Performance during Adolescence: The Influence of Parents’ and Teenagers’ Gender." International Journal of Environmental Research and Public Health 16, no. 12 (June 25, 2019): 2231. http://dx.doi.org/10.3390/ijerph16122231.

Full text

Abstract:

Scientific interest in students’ emotional and psychosocial experiences has been increasing in the last years due to their influence on students’ learning processes and academic performance. The present manuscript tries to go further in the study of the relationship between perceived parenting socialization and academic performance by analyzing not only their direct effects, but also by testing their indirect influence through other variables such as students’ psychological and school maladjustment, especially focusing on gender differences (both of students and parents). The sample comprised 823 students (416 males and 407 females) from the Basque Country (Spain), with ages ranging between 12 and 16 years (M = 13.7, SD = 1.2). Students completed a sociodemographic data form, the PARQ-Control questionnaire, and the BASC-S3 test. Teachers answered an ad hoc question on each student’s academic performance. The data showed that, both for males and females, the same structure of parent–teenager relationship predicted teenagers’ academic performance, via psychological and school maladjustment. However, the intensity of the relationship between parental acceptance and teenagers’ results in all the other factors differed depending on teenagers’ gender. Fathers’ influence was greater in males, and mothers’ influence was higher in females. This study is considered a starting point for a theoretical model predicting academic performance and psychological and school maladjustment among teenagers.

APA, Harvard, Vancouver, ISO, and other styles

48

Vargas, Belén, Loreto Leiva, Rodrigo Rojas-Andrade, and Ana María Scquicciarini. "Effects of Psychosocial Adversity on School Maladjustment: A Follow-up of Primary School Students." Psicología Educativa 25, no. 2 (May 22, 2019): 101–8. http://dx.doi.org/10.5093/psed2019a10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

최해룡. "A Grounded Theory on Readjustment Education of Alternative School for Maladjustment Students in School." Korea Journal of Youth Counseling 23, no. 2 (November 2015): 157–87. http://dx.doi.org/10.35151/kyci.2015.23.2.008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Shin, Sung-Chul, Yeon-Hee Shin, and Hee-Won Song. ""Adjustment effect of self-esteem on school maladjustment and stress on elementary school students"." Korean Society for Child Education 27, no. 2 (May 25, 2018): 85–97. http://dx.doi.org/10.17643/kjce.2018.27.2.05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!