Trajectories of Wok Adjustment and Influencing Factors Among Newly Registered Nurses

Park Sunghee,Park Jin-Hee,송주은,배선형,김경자,이영진 한국간호과학회 2024 Asian Nursing Research Vol.18 No.1

Purpose This study explored the work adjustment trajectory and its predictors and characteristics among newly registered nurses. Methods A total of 245 newly registered nurses working in a university hospital provided general baseline characteristics and completed a work adjustment questionnaire along with self-report measures of clinical competency, psychological capital, preceptor exchange, social support, and role conflict when they started working independently (baseline) and at 7 and 12 months after employment. Data were collected from July 2020 to August 2022. The collected data were subjected to a group-based trajectory model, χ2 test, F test, one-way ANOVA, and multiple logistic regression using SAS 9.4, and SPSS 25.0. Results Group-based trajectory modeling classified three newly registered nurse groups: nurses with a high work adjustment level in all subscales from the beginning of employment (early adjustment group, 16.1%), nurses with a moderate level of adjustment from beginning to end (standard adjustment group, 60.6%), and nurses with a low level of work adjustment from early to mid-term, rising later (delayed adjustment group, 23.3%). Higher hope, optimism, and emotional support predicted early and standard adjustments. Conclusions Based on the trajectory characteristics, newly registered nurses need to improve their work adjustment. The early and standard adjustment groups should continuously monitor their levels of work adjustment while monitoring their hopes, optimism, and emotional support. In particular, the delayed adjustment group required customized educational programs and strengthened peer support.

고등학생의 임파워먼트 수준이 학교적응에 미치는 영향 분석

유평수 한국청소년학회 2008 청소년학연구 Vol.15 No.1

The purpose of this study was to analysis the impact of the empowerment on school adjustment of high school students. The subjects of this study was 105 students of the general high school and 103 students of the vocational high school in A city in according to convenience sampling. To the develope the measurement instrument were used SPSS win 12.0 and AMOS 7.0 statistics program. The statistics' methods applied were x²검증, Cronbach α value, factor analysis, multiple regression analysis ets. The following conclusions were drawn from research procedures and data analysis: First, The levels of meaningfulness in empowerment's subordinate factors are relatively higher the general high school students than the vocational high school students. The competence in empowerment's subordinate factors differ with by sex and household income. The impact and self-determination do not differ with by their demographic variables(by sex, household income, and school system). Second, the teacher adjustment of the school adjustment's areas differ with by all their demographic variables. The friend adjustment of the school adjustment's areas does not differ with by all their demographic variables. The learning adjustment of the school adjustment's areas does not differ with only by household income variable. Third, the empowerment is related to highly friend adjustment of the school adjustment's areas. The school adjustment is related to highly the competence in empowerment's subordinate factors. Fourth, there is a remarkable interrelation in the school adjustment's areas and the empowerment's subordinate factors. 본 연구는 고등학생들의 임파워먼트를 측정할 수 있는 도구를 개발하고, 고등학생의 임파워먼트가 학교적응에 어떠한 영향을 주는 지를 분석하는 데 목적이 있다. 이런 목적을 달성하기 위한 구체적인 연구내용은 먼저, 임파워먼트와 학교적응의 수준을 측정할 수 있는 도구를 제작하고, 배경 특성(성별, 학교계열별, 그리고 가족소득별)에 따라 임파워먼트 수준과 학교적응에 어떤 차이가 있는지 분석한 후에, 임파워먼트가 학교적응에 어떠한 영향을 주는지를 고찰하였다. 본 연구는 A시내에 소재한 일반계 고등학교의 3개반 105명과 전문계 고등학교 4개반 103명을 편의표집(Convenience Sampling)하여 설문지를 실시하였다. 총 208부를 회수하였으며 그 중 응답이 부실한 14부를 제외하고 총 194명의 자료를 사용하였다. 측정도구를 개발하기 위해 SPSS Win 12.0과 AMOS 7.0 통계프로그램을 이용하여 문항반응 분포 및 변별도의 분석은 x²검증으로, 측정도구의 신뢰성 분석은 Cronbach α값 산출, 측정도구의 타당도 분석은 SPSS Win 12.0에 의한 탐색적 요인 분석과 AMOS 7.0을 이용한 확인적 요인 분석법을 적용하였고, 변인들 간의 상대적 효과 분석은 중다회귀 분석을 통해 변인들 간의 상관관계를 알아보았다. 연구결과를 통해 나타난 결론은 다음과 같다. 첫째, 임파워먼트의 하위 요인 중 의미성은 일반계 고등학생이 전문계 고등학생보다 임파워먼트 수준이 높다. 임파워먼트의 역량성은 성별과 가계 월 소득에 따라 차이가 있고, 영향성과 자기결정력은 배경특성에 따라 의미 있는 차이를 없다. 둘째, 학교적응의 하위 영역인 교사적응 요인은 모든 배경 특성에서 유의한 차이가 있고, 친구적응 요인에서는 유의한 차이가 없다. 수업적응에서는 가계 월 소득 간에만 의미 있는 차이가 있다. 생활적응에서는 학교계열에 따라 유의한 차이가 있다. 셋째, 임파워먼트와 가장 높은 상관을 보인 요인은 친구적응 요인이며, 생활적응, 수업적응, 교사적응의 순으로 높다. 학교적응과 임파워먼트 하위 요인과의 상관에서는 역량성 요인이 가장 높은 상관을 보였으며, 그 다음으로 의미성, 영향성, 자기결정력 등의 순으로 상관이 높다. 넷째, 학교적응의 교사적응, 친구적응, 수업적응, 그리고 생활적응 모두 임파워먼트 하위 요인 간에 유의한 관계가 있고, 임파워먼트에 대한 가장 높은 설명력은 학교적응의 친구적응이다.

An Exploration of Factors Influencing College Students’ Academic and Social Adjustment

Jee Young Lee 국제문화기술진흥원 2016 International Journal of Advanced Culture Technolo Vol.4 No.4

The purpose of this study is to identify the characteristics of school life and to examine the influencing factors of academic adjustment and social adjustment in university students. This cross-sectional descriptive study by using secondary data from 2,064 subjects who responded to a self-rated student adjustment test. Descriptive, t-test, ANOVA, Pearson correlation and multiple regression analyses were conducted. Satisfaction with college selection, expectation for college, satisfaction with college service, emotional stability, and relationships with faculty were significantly higher among male students, whereas confidence in major, support from others were significantly higher among the female students. There was a significant positive relationship between academic adjustment and confidence in major, and between social adjustment and expectation for college. Confidence in major, relationships with faculty, emotional stability, expectation for college, satisfaction with college selection, and commitment to college life accounted for 31.8% of the variance in academic adjustment. In addition expectation for college, emotional stability, support from others, gender, commitment to college life, and satisfaction with college services accounted for 44.7% of the variance in social adjustment for university students. Overall, the results of this study suggest that understanding the levels of expectation for college, commitment to college life, and levels of emotional stability may be important for facilitating their transition and adjustment to university life.

M&A계약에서 가격조정과 진술 및 보증 위반으로 인한 손해배상책임의 관계

이재규 사법발전재단 2024 사법 Vol.1 No.67

많은 M&A계약에서는 매도인이 대상회사의 상태에 관해 진술 및 보증한 사항이 사실과 다른 경우 매수인이 매도인에게 손해배상을 청구할 수 있는 것으로 정하고 있다. 진술 및 보증 위반으로 인한 손해배상책임의 주요한 기능은 매매대금 조정을 통해 결과적으로 기업가치에 상응하는 매매대금이 수수되도록 하는 것이다. 그런데 M&A계약에서는 진술 및 보증 위반으로 인한 손해배상조항 외에 별도로 “가격조정조항”을 두는 경우가 있다. 가격조정은 가격산정 시점과 거래종결 시점 간의 기업가치 변동에 대비하여 정확한 기업가치를 반영하여 매매대금을 조정하는 절차이다(좁은 의미의 가격조정). 실무상으로는 양해각서 등에서 정한 잠정적인 매매대금을 실사를 거쳐 조정하는 절차도 가격조정이라고 부른다(넓은 의미의 가격조정). 이 글에서는 먼저 진술 및 보증 위반으로 인한 손해배상책임에 관한 기존의 논의를 간단히 정리하고, M&A계약에서의 가격조정조항에 대해 살펴보기로 한다. 종래 진술 및 보증 위반사실을 알고 있었던 매수인이 진술 및 보증 위반으로 인한 손해배상을 청구할 수 있는지에 대해 논의가 있었으나, 대법원은 진술 및 보증 위반사실을 알고 있었고, 이를 매매대금 산정에 반영할 수 있었던 매수인이라 하더라도 진술 및 보증 위반을 이유로 손해배상을 청구할 수 있다고 판단하였다. 대법원은 매수인이 진술 및 보증 위반사실을 알고 있었던 경우에도 손해배상책임을 통해 위험을 배분하고, 매매대금을 조정할 필요성이 인정된다고 보았다. 당사자들이 책임제한사유를 명시하지 않는 이상 매수인이 계약 체결 당시 진술 및 보증 위반사실을 알고 있었다고 하더라도 매수인은 매도인에 대하여 손해배상을 청구할 수 있다. 이는 M&A계약 또는 양해각서에 진술 및 보증 위반으로 인한 손해배상책임과는 별도로 넓은 의미의 가격조정조항이 있는 경우에도 마찬가지이다. 가격조정절차에서 주장할 수 있었던 사항에 대해서는 진술 및 보증 위반을 주장하지 못한다는 내용의 책임제한사유를 명시하지 않은 이상, 매수인이 가격조정 당시 진술 및 보증 위반사실을 알고 있었고, 가격조정절차에서 이를 주장할 기회를 가지고 있었다고 해도, 거래종결 후에 진술 및 보증 위반으로 인한 손해배상을 청구할 수 있다고 보아야 한다. 다만 위약벌 약정은 다르게 보아야 한다. 손해배상과 달리 위약벌은 위험배분이나 가격조정을 위한 것이 아니다. 진술 및 보증 위반사실을 알고 있었고, 이를 가격조정 과정에서 반영할 수 있었던 매수인이 거래종결 후에 이르러서야 위약벌을 청구하는 것은 신의칙에 비추어 허용되지 않는다고 보아야 한다. 가격조정절차와 진술 및 보증 위반으로 인한 손해배상책임은 개념상 구별되지만, 실무상 가격조정절차를 거친 후 진술 및 보증 위반으로 인한 손해배상을 청구할 수 있는지 등의 문제가 발생할 수 있다. 넓은 의미의 가격조정절차에서 최종적인 매매대금이 확정된 경우 당사자들이 어떤 의사로 가격조정절차를 마쳤는지 신중히 해석할 필요가 있다. 매수인은 진술 및 보증 위반으로 인한 손해배상을 청구하겠다는 의사를 가지고 가격조정절차를 마쳤을 가능성이 있다. 거래종결 후의 불필요한 다툼을 피하기 위해서는 양해각서 작성 또는 M&A계약 체결 단계에서 양자의 관계를 명확하게 정할 필요가 있다. Many merger and acquisition contracts (hereinafter “M&A contracts”) provide that the buyer may seek indemnification from the seller if the seller’s representations and warranties regarding the condition of the target company are untrue. The primary function of indemnification for breach of representations and warranties is to enable the purchase price to be commensurate with the value of the company through the adjustment of the purchase price. However, in addition to indemnification provisions, M&A contracts often include separate “purchase price adjustment” provisions. Purchase price adjustment is a procedure to adjust the purchase price to reflect the correct company value in case of changes in the value between the time of price calculation and the closing (narrowly defined purchase price adjustment). In practice, the procedure of adjusting the provisional purchase price set in a memorandum of understanding (MOU), etc. after due diligence is also called purchase price adjustment (broadly defined purchase price adjustment). This article will first briefly summarize the existing discussion on indemnification and then examine purchase price adjustment provisions in M&A contracts. There has been some discussion as to whether a buyer who was aware of a breach of representations and warranties may seek indemnification, but the Supreme Court held that even if a buyer knew the breach of representations and warranties and could have reflected them in the purchase price, he or she may also seek indemnification. The Supreme Court recognized the need to allocate risk and adjust the purchase price through indemnification even if the buyer was aware of the breach of representations and warranties. Unless the parties have specified a reason for limiting liability, the buyer may seek indemnification against the seller even if the buyer was aware of the breach of representations and warranties at the time of entering into the contract. This is the same even if the M&A contract or memorandum of understanding contains a broadly defined purchase price adjustment provision separate from the indemnification provision. Unless there is a limitation of liability that breach of representations and warranties cannot be claimed for matters that could have been claimed in the purchase price adjustment procedure, the buyer should be seen to be able to seek indemnification after closing, even if the buyer was aware of the breach at the time of the purchase price adjustment procedure and had the opportunity to claim it. Penalty, on the other hand, should be viewed differently. Unlike damage, penalty is not designed to allocate risk or adjust price, and thus it is not in good faith for a buyer who was aware of the breach of representations and warranties and could have taken them into account in the purchase price adjustment to seek penalty after closing. Although the conceptual distinction between purchase price adjustment and indemnification for breach of representations and warranties is clear, in practice, issues may arise, such as whether indemnification may be sought after the purchase price adjustment procedure. When the final purchase price has been confirmed in a broadly defined purchase price adjustment procedure, the intentions of the parties to the purchase price adjustment procedure need to be carefully interpreted. The buyer may have concluded the purchase price adjustment procedure with the intention of seeking indemnification. In order to avoid unnecessary disputes after closing, clearly defining the relationship between them is necessary at the stage of signing the memorandum of understanding or the M&A contract.

보건계열 대학생의 의사소통 능력이 대학 생활 적응에 미치는 영향

장철,김민호 대한통합의학회 2022 대한통합의학회지 Vol.10 No.2

Purpose : This study aimed to investigate the effects of health science majors’ communication skills on their adjustment to college life. Methods : The subjects were 336 college students majoring in health science at colleges located in Busan. The survey’s questionnaire comprised 38 items, including 15 items for communication skills and 19 items for adjustment to college life. Results : In the gender-based comparison of communication skills and adjustment to college life, female students had better communication skills, with overall higher scores than male students for the understanding others and communication. In the age-based comparison of communication skills and adjustment to college life, students aged 21 to 22 showed the best communication skills, while students aged 18 to 20 exhibited the least communication skills. In terms of adjustment to college life, those aged 25 or older scored the highest, and those aged 21 to 22 scored the lowest. In the school-year-based comparison of communication skills and adjustment to college life, third- and first-year students showed the best and least communication skills, respectively. Overall, third- and fourth-year students were more adjusted at adjusting to college life than first- and second-year students. Third-year students also scored the highest in academic adjustment, whereas second-year students scored the lowest. In terms of relationships between the students’ communication skills and their adjustment to college life, communication skills were positively correlated with the following subdomains: understanding of others, self-expression, and communication. Communication skills also showed a positive correlation with adjustment to the college environment, including personal-emotional adjustment. Conclusions : The present study found that communication skills did not significantly affect health science majors’ adjustment to college life. However, given that communication skills are an essential factor for effective work performance and greater job satisfaction, it is recommended that colleges provide students with relevant education and experiences to help them enhance communication skills while in school.

在韩中国留学生大学生活适应性的影响要因分析及探讨

LUTANSHENG 중국학연구회 2015 중국학연구 Vol.- No.74

The goal of this research is to explore the relationship between National Identity(ethnic identity, civic identity), International Awareness and University Adjustment(personal-emotional adjustment, academic adjustment, institutional adjustment, social adjustment) of Chinese students in Korea. For this purpose, a survey questionnaire was given to 443 students from six universities located in Gyeongbuk Province and Daegu. The collected data was analyzed through SPSS 22.0 which applied Reliability Analysis, Exploratory Factor Analysis, Frequency Analysis, Multiple Regression Analysis and Sobel-test. The results indicate the following findings. First, ethnic identity and civic identity had a significant influence on International Awareness. Secondly, International Awareness was positive correlated with personal-emotional adjustment, academic adjustment, institutional adjustment and social adjustment, but ethnic identity of the Chinese students was negatively correlated with all types of University Adjustment. Thirdly, civic identity had a positive influence on institutional adjustment and social adjustment, but that was didn't have correlation with personal-emotional adjustment and academic adjustment. Lastly, International Awareness had an indirect effect on the relationship between ethnic identity and all types of University Adjustment. In addition, International Awareness also had an indirect effect on the relationship among civic identity, institutional adjustment and social adjustment. The findings of the study suggest many prospective research topics to be investigated in the future. 本文以在韩中国留学生为中心,意在对其国民认同感、国际化意识与在韩大学生活适应性之间的关系进行分析,在对影响其留学生活适应性的要因进行掌握之后,提出相应的解决之道,以至于探索能增进在韩中国留学生留学生活适应水准的有效途径。基于此点,本文将国民认同感归类为种族认同感及公民认同感,将大学生活适应性划分为个人情绪适应、学校课业适应、大学环境适应以及社会社交适应等四个领域,以便于更准确地达到研究目的。此外,本研究对调查对象的选定为韩国大邱·庆北所在地区在韩中国留学生500名,在使用构造性的量表对其进行问卷调查后,最终有效回收数为443份。收集的资料通过SPSS统计软件,使用内置一贯性分析、探索性因子分析、频度分析、多重回归分析及Sobel检验等分析方法对数据加以处理。分析的展开顺序具体为,首先针对在韩中国留学生的国民认同感对其国际化意识与各领域大学生活适应性的作用进行掌握,尔后就国际化意识对其各领域大学生活适应性的影响进行分析,最后为对国际化意识是否在其种族认同感与公民认同感对各领域大学生活适应性的作用中产生中介效应而进行验证。研究结果大致如下。 第一,在韩中国留学生的种族认同感与公民认同感皆能对其国际化意识产生显著的影响,其中,种族认同感对国际化意识为消极影响,而公民认同感对国际化意识为积极影响。第二,研究对象的种族认同感以及国际化意识皆能对其大学生活的四个领域产生显著的影响,其中,国际化意识对大学生活适应性为正面影响,而种族认同感对大学生活适应性呈负面影响。第三,在韩中国留学生的公民认同感仅能对其大学环境适应性与社会社交适应性产生正面的影响。最后,在中介效应的检验中,国际化意识作为中介变量在种族认同感对大学生活适应性的四个领域的作用中皆可判定其存在中介效应且该中介效应为完全中介;此外,国际化意识在公民认同感对大学环境适应性及社会社交适应性的作用中也可以判定其存在中介效应且该中介效应为完全中介,而其在公民认同感对个人情绪适应性与学校课业适应性的作用中的中介效应被确定为不存在。此外,通过分析结果,对本文的研究意义与未来的展望进行了相关的论述。

초등학생들의 운동부 참가가 학교생활 적응에 미치는 영향

서재복 한국초등체육학회 2009 한국초등체육학회지 Vol.14 No.3

The purpose of this study was to examine the school adjustment of elementary school players who belonged to sport clubs. The subjects in this study were 400 boys and girls who were in their fifth and sixth grade. Out of them, 200 students were players, and 200 weren't. After a survey was conducted to find out their school adjustment, the following findings were given: First, the player group fitted into their schools better than the non- player group in every regard except peer adjustment, irrespective of gender and grade. Second, as for the relationship between sporting event and school adjustment, the individual sport players lagged behind the others in terms of peer adjustment, which indicated the necessity of follow-up research efforts. Third, concerning connections between player career and school adjustment, the players whose career was between one year and one and a half year adapted themselves better to their schools in every aspect on the whole. The above-mentioned findings suggested that regular participation in sports as a member of an elementary school sport club would have a good impact on children's school adjustment. The purpose of this study was to examine the school adjustment of elementary school players who belonged to sport clubs. The subjects in this study were 400 boys and girls who were in their fifth and sixth grade. Out of them, 200 students were players, and 200 weren't. After a survey was conducted to find out their school adjustment, the following findings were given: First, the player group fitted into their schools better than the non- player group in every regard except peer adjustment, irrespective of gender and grade. Second, as for the relationship between sporting event and school adjustment, the individual sport players lagged behind the others in terms of peer adjustment, which indicated the necessity of follow-up research efforts. Third, concerning connections between player career and school adjustment, the players whose career was between one year and one and a half year adapted themselves better to their schools in every aspect on the whole. The above-mentioned findings suggested that regular participation in sports as a member of an elementary school sport club would have a good impact on children's school adjustment.

이전가격 세제의 합리적 조정에 대한 연구-합리적 조정의 의미와 판단기준을 중심으로-

남현우 한국조세법학회 2021 조세논총 Vol.6 No.2

In consideraton of ‘Rational Adjustment’ in the transfer pricing taxation under ‘the International Tax Adjustment Act’, it is not easy to judge the rationality because the criteria for a clear judgment on the 'reasonable' are not established through theories or precedents. Therefore, in the event of a dispute, both the taxpayer and the tax authorities judge the rationality according to their own standards and then use various grounds to prove that the adjustment of the difference was reasonable. Therefore, for the purpose of determining the ‘reasonability’ in rational adjustment under the International Tax Adjustment Act, this study aims to present the following criteria of judgement, focusing on the case of the Tax Tribunal. First, should be the case if the subject of the adjustment has a significant effect on the price or net profit. In other words, there should be a need for rational adjustment. If it does not have a significant effect on price or net profit, it is not necessary to make reasonable adjustments, so making a adjustment cannot be a reasonable adjustment. Second, the target of adjustment shall be a quantifiable factor. In other words, there should be the possibility of rational adjustment. If the subject of adjustment corresponds to qualitative difference, and the difference cannot be compared quantitatively, it should be seen as a difference in areas that cannot be adjusted reasonably. Third, comparability should be increased as a result of adjustments. That is, there must be a validity of rational adjustment. Because a specific method of adjustment requires that it function in a way that increases comparability of the transaction under comparison, it is not a rational adjustment unless comparability increases as a result of the adjustment. Fourth, the scope and level of adjustment should be reasonable. In other words, there should be proportionality of rational adjustment. If the scope and extent of the comparability factors that vary with the purpose of increasing comparability are not appropriate, it is not reasonable to make adjustments. 「국제조세조정에 관한 법률」상 이전가격 세제에서의 합리적 조정을 살펴보면, 학설이나 판례를 통하여 해당 ‘합리성’에 대한 명확한 판단의 기준이 정립된 상태가 아니므로, 이러한 합리성에 대한 판단이 쉽지 않다. 때문에 이를 원인으로 분쟁이 발생하는 경우에는, 납세의무자와 과세관청 모두 각자 나름의 기준에 따라 합리성을 판단한 후 그에 부합하는 근거를 들어 해당 차이조정이 합리적이었음을 논증하게 되는 것이 현실이다. 이에 본 연구는 현행 「국제조세조정에 관한 법률」상 합리적 조정에서의 ‘합리성’의 판단을 위하여, 조세심판원의 결정례를 중심으로 다음과 같은 판단의 기준을 제시하고자 한다. 첫째, 합리적 조정의 필요성, 차이조정의 대상이 가격이나 순이익에 중대한 영향을 미치는 경우에 해당하여야 한다. 만약 차이조정의 대상이 가격이나 순이익에 중대한 영향을 미치지 않는 경우에는, 합리적 조정이 필요한 경우에 해당하지 않으므로, 이 경우에는 차이조정을 수행하더라도 그 조정은 합리적이라 할 수 없다. 둘째, 합리적 조정의 가능성, 차이조정의 대상이 정량적으로 조정 가능한 요소에 해당하여야 한다. 차이조정의 대상이 정성적 또는 질적 차이에 해당하고, 해당 차이가 정량적으로 치환하여 비교될 수 없다면 이는 합리적으로 조정될 수 없는 영역의 차이로 보아야 하므로 합리적 조정의 판단대상이 아니다. 셋째, 합리적 조정의 타당성, 조정의 결과 비교가능성이 증대되어야 한다. 차이조정의 구체적인 방식이 비교대상거래의 비교가능성을 증대시키는 방향으로 기능할 것을 요구하므로, 합리적 조정의 결과로 비교가능성이 증대되지 않는 경우에는 그러한 조정을 합리적이라 할 수 없다. 넷째, 합리적 조정의 비례성, 조정의 범위와 수준이 합리적이어야 한다. 비교가능성 증대를 위한 목적에 따라 차이조정이 수행되는 비교가능요소의 범위, 그리고 조정의 정도가 적절하지 아니하다면 그 조정 역시 합리적이라 할 수 없다.

전문대학생의 자기효능감, 대학생활 적응, 대학만족에 관한 연구

김미 ( Mee Kim ) 한국고등직업교육학회 2011 한국고등직업교육학회논문집 Vol.12 No.2

This study investigates self-efficacy, college-life adjustment, and college satisfaction among community college students. Further understanding is needed of the critical constructs involved in the various polices which determine the future of college students and ultimately affect college-life adjustment and college satisfaction. The results of this study are as follows: First, there were significant differences for all constructs with regards to self-efficacy and college life adjustments between male and female students. Second, the mean score for general self-efficacy is 3.368 and the results showed it significantly impacted the academic adjustment, social adjustment, and emotional adjustment made by students. Third, the mean score for social efficacy is 3.374 and the results showed it significantly impacted the social adjustment made by students. Fourth, life adjustment constructs of academic adjustment and social adjustment significantly impacted college satisfaction. The results stated above showed that the higher a student's level of general self efficacy, the better their academic adjustment, social adjustment, and emotional adjustment. This also impacted the level of college satisfaction.

중학생의 섭식장애행동과 학업적응도의 관계 연구

유주연(Joo Yeon Yoo),진양호(Yang Ho Jin),배세정(Se Jeong Bae) 대한지역사회영양학회 2012 대한지역사회영양학회지 Vol.17 No.6

The purpose of this study was to verify the difference of middle school students` eating disorder behavior and scholastic adjustment according to the gender and weight group and evaluate correlations between their eating disorder behavior and scholastic adjustment. A survey was conducted in middle school second graders attending five schools located in Seoul. Results from 355 questionnaire sheets were utilized for statistical analysis, and the results were gained as below: With regard to eating disorder behavior by gender, female students showed more eating disorder behavior than male students (p < 0.01); however, scholastic adjustment did not indicate significant differences by gender. According to the result of analyzing scholastic adjustment according to the weight group, the obese group showed lower scholastic adjustment (p < 0.05) and adjustment to studying (p < 0.01) than other groups; however, the eating disorder behavior, attachment to school, and adjustment to school did not indicate significant differences. According to the results of analyzing scholastic adjustment by eating disorder group, the normal group showed higher adjustment to studying than the risky group (p < 0.01). And scholastic adjustment, attachment to school, and adjustment to school did not indicate significant differences. The eating disorder behavior showed negative relationship with adjustment to studying. They showed more eating disorder behavior, their adjustment to studying became lower. Therefore, it is necessary to provide nutritional education at home and at school for them to have appropriate dietary habits as well as health education for them to maintain normal weight. (Korean J Community Nutr 17(6) : 707~713, 2012)