This study examined the general tendency of cognitive emotional regulation strategies, academic self-efficacy and school life adaptation among those 5th and 6th grade element students. Moreover, this study analyzed the sociodemographic variables as to school life adaptation and also the relative influence of cognitive emotional regulation strategies and academic self-efficacy. To reveal the sociodemographic attributes as to the school life adaptation of children, the cognitive emotional regulation strategies and the relative influence of academic self-efficacy, this study conducted hierarchical regression after calculating Pearson s product-moment correlation coefficient. The summary of the results of this study is as follows. First, as for the general tendency of school life adaptation, cognitive emotional regulation strategies and academic self-efficacy, this study found that it was generally at a higher level than the median. In regard to the sub-factors of school life adaptation, friendship was shown to be at the highest level, followed by school rules, teacher relationship and classroom behavior. As for cognitive emotional regulation strategies, adaptive strategies were perceived at a higher level than maladaptive strategies. As for academic self-efficacy, self-confidence was perceived at the highest level, followed by self-regulation efficacy and task difficulty. Second, this study analyzed the relative influence of those variables related to the school life adaptation of children. As a result thereof, this study found that self-regulation efficacy was shown to have the highest degree of statistically significant impact, followed by adaptive strategies, self-confidence and subjective economic level.
Ⅲ. 결과 및 해석
Ⅳ. 논의 및 결론