NDLI: The Effects of Psychological Characteristics, Parent-child Relationship, and Coping Strategies on School Adjustment of Multicultural Family Adolescents

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The Effects of Psychological Characteristics, Parent-child Relationship, and Coping Strategies on School Adjustment of Multicultural Family Adolescents

Content Provider	Semantic Scholar
Author	Kim, Min-Kyeong Kim, Hee-Young
Copyright Year	2015
Abstract	The purpose of this study was to identify the relationships among psychological characteristics (stress, depression, and anxiety), parent-child relationships (communication styles and authoritarian parenting), and coping strategies (social support, problem-solving, and avoidance) of adolescents from multicultural families. For the research survey, the data was collected through self-reporting questionnaires distributed to adolescents from multicultural families in Seoul, Gyeonggi, Chungcheong, and Jeolla provinces. The sample of 179 adolescents were analyzed by using t-test, ANOVA, and hierarchical regression with SPSS 20.0. The major findings are as follows: 1) The parent-child's open communication style and the seeking of social support as a coping strategy were significant predictors of the child’s level of school adjustment. 2) When coping strategy variables were included in the model, the parent-child's open communication style was no longer significant, and only the seeking of social support as a coping strategy was a significant predictor in the model. These results indicated that networking in a social support system in school and a positive parental relationship are both necessary to enhance the school adjustment of adolescents from multicultural families in Korea.
Starting Page	367
Ending Page	385
Page Count	19
File Format	PDF HTM / HTML
DOI	10.13049/kfwa.2015.20.2.367
Volume Number	20
Alternate Webpage(s)	http://210.101.116.28/W_files/kiss61/0r300681_pv.pdf
Alternate Webpage(s)	https://doi.org/10.13049/kfwa.2015.20.2.367
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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