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The Structural Relationship of Factors Affecting Kindergartners’ School Adjustment

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The purpose of this study was to analyze the direct and indirect effects of self-esteem on kindergarteners’ school adjustment, as well as the possible mediating effect of ego-resilience in those processes. Participants included 221 children (mean age = 5.45 years) attending kindergarten in South Korea. For data collection, the study utilized the “Preschool Adjustment Questionnaires,” “Devereux Early Childhood Assessment,” and “Young Children's Sense of Self-Esteem Inventory.” The results of this study demonstrated that there are significant positive correlations among school adjustment, selfesteem, and ego-resilience. It also revealed that there are two processes by which self-esteem affects school adjustment. First, there was a direct effect. Second, there was an indirect effect where in higher self-esteem was predictive of greater ego-resilience, which in turn has a positive effect on school adjustment. The results of this study suggested that secure development of self-esteem and egoresilience are the precedent conditions for children’s positive school adjustment. In practice, it is necessary to consider self-esteem and ego-resilience when aiming to enhance the development of children at risk for school adjustment problems.

Abstract

The purpose of this study was to analyze the direct and indirect effects of self-esteem on kindergarteners’ school adjustment, as well as the possible mediating effect of ego-resilience in those processes. Participants included 221 children (mean age = 5.45 years) attending kindergarten in South Korea. For data collection, the study utilized the “Preschool Adjustment Questionnaires,” “Devereux Early Childhood Assessment,” and “Young Children's Sense of Self-Esteem Inventory.” The results of this study demonstrated that there are significant positive correlations among school adjustment, selfesteem, and ego-resilience. It also revealed that there are two processes by which self-esteem affects school adjustment. First, there was a direct effect. Second, there was an indirect effect where in higher self-esteem was predictive of greater ego-resilience, which in turn has a positive effect on school adjustment. The results of this study suggested that secure development of self-esteem and egoresilience are the precedent conditions for children’s positive school adjustment. In practice, it is necessary to consider self-esteem and ego-resilience when aiming to enhance the development of children at risk for school adjustment problems.

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