The Relationship Between Parental Neglect, School Adjustment, and Smartphone Dependence in Korean Adolescents: Verification Using Multivariate Latent Growth Modeling

Bae, Sung‐Man

doi:10.1007/s10578-022-01485-7

Cited by 3 publications

(2 citation statements)

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“…Predominantly, empirical studies reveal a discernible decline in school adjustment as students transition from the latter stages of elementary school to middle school (Lee and Cho, 2010). This trajectory, interestingly, demonstrates an inversion with an observed increase in adjustment from middle school to high school (Kim, 2008;Jwa, 2012;Bae, 2022).…”

Section: School Adjustmentmentioning

confidence: 99%

“…On an individual level, these behaviors manifest as achieving personal skills, a sense of autonomy, and emotional and social wellbeing (Wentzel, 2013 ). Hence, school adjustment may be linked to behavioral issues during adolescence, encompassing relationships with peers and teachers, engagement in learning activities, and adherence to school values (Bae, 2022 ). Yet, more intriguingly, adjustment to school in South Korean educational environments appears to vary based on the grade level of the students.…”

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%

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The effects of multicultural family support services on the longitudinal changes of acculturative stress, peer relations, and school adjustment

Ahn,

Lee,

Jin

2024

Front. Psychol.

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This study investigated the long-term trends of acculturative stress, peer relationship, and school adjustment among adolescents from multicultural families in South Korea, and examined the concurrent and lagged effects of multicultural family support services (MFSS) on the longitudinal changes in the variables of interest. Concurrent and lagged models as well as developmental trajectories via latent growth modeling (LGM) were employed on a sample of 1,443 middle school students (706 boys, 737 girls) from the Multicultural Youth Panel Survey (MAPS). The results revealed that peer relationships and school adjustment perceived by adolescents demonstrated consistent, gradual declines across 3-year time points while there was a lack of significant change in acculturative stress during the same period. The absence of significant change in acculturative stress could be attributed to floor effects, stemming from its initial low mean level. Nevertheless, the LGM modeling also exhibited significant concurrent and lagged effects of MFSS at the first and third time points of investigation. The intermittent significant effects of MFSS and the direction of its improvement were discussed. More educational interventions guiding students from multicultural families would be needed as they navigate the complexities of adolescence.

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Section: School Adjustmentmentioning

confidence: 99%

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%