In Korea, the school is considered as the most important agent of socialization with the family as it is the place where the majority of students spend most of their time. The school is very important as it is a place where students form social relati... In Korea, the school is considered as the most important agent of socialization with the family as it is the place where the majority of students spend most of their time. The school is very important as it is a place where students form social relationships with their peers and teachers, as well as move from home to society. As the educational roles and functions of the family and the community have been weakened due to the rapid environmental changes, an increasing emphasis has been placed on the role of the school regarding issues involving antisocial and immoral behaviors. The previous study on the achievements of school education had mainly focused on the cognitive achievement of students. There are relatively few studies on the effects of school education on the affective and behavioral characteristics of students. It is important to encourage students to cultivate desirable values or attitudes in order to live meaningful lives for individuals and the entire society. The role of school education is also required in terms of suppressing problematic behaviors that may cause harm to the school and society. In this context, this study aimed to investigate factors affecting the maladjustment of students at schools, which had remained relatively neglected in Korean studies focusing on factors that affect schools. To analyze the factors that affected the school maladjustment of students, the latter was divided into academic and school life maladjustment. For this purpose, a multilevel model, based on the 2014 data from the longitudinal study of education in Gyeonggi-do, was used. The major results of this study are summarized as follows. First, regarding student-level variables affecting academic maladjustment, parental interest in children is shown as a positive factor that can reduce the probability and the level of academic maladjustment. The level of reading activities is found to reduce the probability and the level of academic maladjustment at all school levels. In particular, positive recognition of students’ relationships with teachers serves as a positive factor to reduce academic amotivation. On the other hand, the degree of student depression increases the probability and the level of academic amotivation. Similarly, the experience of human rights violations and discrimination at school is shown to be a factor that generally aggravates academic maladjustment. In particular, it is identified to affect the probability of academic maladjustment. Second, school-level variables affecting the academic maladjustment of elementary and secondary school students are the following—the percentage of basic livelihood security recipients, the operation of the innovation school, and the career guidance program. The percentage of basic livelihood security recipients is found to increase the probability of academic underachievement at middle school and high school and the level of academic underachievement at elementary and high school. The operation of the innovation school appears to increase the probability of academic underachievement, but reduce the probability of a negative attitude toward the class at high school. The operation of the career guidance program is identified to reduce the probability of academic amotivation at middle school and high school. Third, regarding student-level variables affecting school life maladjustment, the child-rearing attitudes of parents who pay attention to their children are identified as a positive factor that reduces the probability and the level of school life maladjustment. Relationships with friends appear to be a positive factor that reduces the frequency of deviation misdemeanor or law-breaking delinquency at middle school and high school. On the other hand, male students show a higher probability of deviation misdemeanor, law-breaking delinquency, and multiple delinquency than female students. The degree of student depression is shown to increase the probability of school life maladjustment at all school levels—elementary, middle school, and high school. The experience of human rights violations at school is found to be one of the factors that increase the probability of school life maladjustment at all school levels. Experience of discrimination at school is shown to increase the probability of law-breaking delinquency. Lastly, positive factors, in terms of school-level variables affecting school life maladjustment, are the following—efficacy of the teachers’ life guidance, job satisfaction of teachers, and operation of the career guidance program. Negative factors that strengthen school life maladjustment are found to be the percentage of basic livelihood security recipients and the operation of the innovation school. In particular, it is shown that the higher the percentage of basic livelihood security recipients, the higher the probability of school life maladjustment. Therefore, it is necessary to check whether students, who are the basic livelihood security recipients, receive appropriate support for their school life. The operation of an innovation school appears as a factor that increases the probability of deviation misdemeanor, law-breaking delinquency and multiple delinquency at middle school, and law-breaking delinquency and multiple delinquency at high school. The following implications were derived based on the results of this study: First, it is necessary to establish differentiated policies by type of school maladjustment and level of school. The factors affecting academic and school life maladjustment may, respectively, be different. Factors affecting the probability of these maladjustments may be different from those that aggravate or mitigate maladjustments that have already occurred. Therefore, it is required to identify the key factors that affect these maladjustments as well as establish differentiated policies according to policy objectives. Second, it is required to make an effort to create a human-friendly school culture. The experience of human rights violations and discrimination is found to affect both academic maladjustment and school life maladjustment negatively. As such, it is necessary for the school to make every effort to avoid student discrimination and respect the human rights of students with reasonable regulations as well as create a human-friendly school culture. Accordingly, school maladjustment can be prevented, and a positive effect can ultimately be exerted on the social growth and civic awareness of students. Third, there is a need to make continuous efforts so that students can have meaningful educational experiences at school. Students experience various educational experiences in their everyday school life in addition to intentional educational activities such as classes. Educational experiences in school—like relationships with teachers and student experience in human rights violations and discrimination at school—are found to have a significant effect on school maladjustment in students. Therefore, it is required to provide support to prevent school maladjustment among students so that they can have positive and meaningful educational experiences for their personal growth and development. Last, it is essential to approach the outcomes of school education from various perspectives. It is necessary not only to pay attention to the outcomes of education related to the positive factors for improvement through school education but also to emphasize those related to the suppression of negative factors such as antisocial or immoral behaviors, which can cause harm to both students and the society. ，韩语论文题目，韩语论文范文 |
