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J. Korean Home Econ. Assoc > Volume 50(1); 2012 > Article
Journal of the Korean Home Economics Association 2012;50(1):1-13. doi: https://doi.org/10.6115/khea.2012.50.1.001
Elementary School Children’s Self-Concept and School Life Adjustment according to Attachment Types of Parents, Teachers and Peers
Bun Kim1, Youn Shil Choi2
1The Graduate School of Education, Sangmyung University
2Department of Family Welfare, Sangmyung University
Corresponding Author: Youn Shil Choi ,Tel: +82-2-2287-5317, Email: yschoi@smu.ac.kr
Received: December 28, 2010; Revised: January 10, 2011   Accepted: November 8, 2011.
ABSTRACT
The purpose of this research is to explore the self-concept and school life adjustment based on group classification of attachment types with parents, teachers and peer groups among 6th grade students at elementary schools. The findings suggest that attachment is highest with one’s mothers, followed by peer groups, fathers and teachers. This is in accordance with the overall tendencies of children to be attached to their parents, teachers, peer groups, according to their self-concept and school life adjustment. In addition, the tendency of attachment with parents, teachers, and peer groups according to gender is not meaningful except for peer-group affection between boys and girls. Furthermore, an integrated attachment type is ranked highest, followed by parents attachment type, peer attachment type, and unstable attachment type, in order based on cluster analysis. Finally, each attachment group among students showed meaningful differences in socio-demographic variables, self-concept, and school life adjustment.
Keywords: elementary school student, attachment type, self-concept, school life adjustment
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