This study considers the direct effects of peer alienation on school adjustment in adolescence in community children centers. It also examines the indirect effects of depression and mobile phone dependence, which mediate peer alienation and school adjustment. This study utilized data extracted from the 4th waves of the Community Child Center Panel Survey Ⅱ conducted in 2017. Questionnaires were administered to 438 1st grade middle school students in community children centers(boys 222(50.7%), girls 216(49.3%)), and data were analyzed to examine sequential mediation effects among variables using PROCESS macro methods. The research results are as follows; Firstly, peer alienation had significant direct effects on school adjustment in adolescence in community children centers. Secondly, peer alienation indirectly affected school adjustment by mediating depression and mobile phone dependence, and yielding sequential mediation effects on depression and mobile phone dependence. These findings indicate that it can be used as a basis for exploring the implementation of practical programs to help the target group by examining the risk factors for adolescents in community children centers.

This study examines the process of military life adjustment among soldiers, using a double ABC-X model and then verified the moderating effect of a soldier's self-efficacy, family health, social support and stress perception on the relationship between the soldier's accumulated stress and military life adjustment. A questionnaire survey of 481 soldiers from three army forces and two marine corps was conducted and processed using the SPSS Win 22.0 program, and such analytic techniques as frequency analysis, descriptive statistics, correlation analysis, multiple regression analysis and hierarchical regression analysis were used. Results showed that when self-efficacy, family health and social support were higher, military life adjustment was more successful. In addition, self-efficacy moderates the level of military life adjustment and enhances it on arelative basis. The application of a Double ABC-X model is meaningful in that it provided basic data for practical research to improve adaptation to military life among soldiers.

This research study set out to analyze the effect of educational support changes on children of single parents on career maturity of the children with a single parent through self-conceptualization. Data were obtained from the 2005(1rd)~2011(7th) of KELS2005 (Korean Educational Longitudinal Study). This study selected 438 respondents to career maturity of the 749 single parent children. Structural Equation Modeling designed by the latent growth model was used(AMOS 21.0). The analysis results of the research model of Model 1(Academic Support) and Model 2(Emotional Support) were as follows. First, single parent academic support decreased for 4 years, while the initial value and the rate of change for single parent academic support were significant. However, the change in emotional support of single parents was not consistent. Second, the initial value and the rate of change for single parent academic support, single parent emotional support had a positive influence on self-conceptualization of the children with a single parent. Third, initial value and the rate of change for single parent academic support indirectly affect career maturity through self-concept the children with a single parent, self-conceptualization by the children with a single parent did play a mediating role in this process. Fourth, single parent emotional support had a direct influence on career maturity of the children with a single parent. Based on the results of this study, this study aims to suggest a plan for improving career maturity so that single parent children's career choices and life preparations can be made to supplement the poor environment of a single parent family.

In this study, Q-methodology was applied to examine the recognition, values and attitudes of character leadership of childcare staff. The results of this study are as follows. The directors were shown to exhibit managerial character leadership, rational character leadership, emotional character leadership based on gratitude and love, and relational character leadership. The head teachers were shown to exhibit relation-oriented character leadership, stability-oriented character leadership that considered other teachers, efficiency- oriented character leadership to handle work efficiently, and system-oriented character leadership that led teachers into a community with a sense of responsibility. The general teachers were shown to exhibit belief-oriented character leadership to foster a sincere attitude as a teacher, fellowship- oriented character leadership to value their relationships with fellow teachers, value-oriented character leadership to value their current job as a childcare teacher, and child-oriented character leadership to value their relationship with children.

This study examined the child education experiences of highly educated Joseonjok living in South Korea with a focus on the parents' values toward childhood education and their parenting style, their plans and strategies concerning school education, and identity formation education. To achieve this goal, data is collected through in-depth interviews with six highly educated Joseonjok in Korea and analyzed using case study research methods. The analysis showed that the highly educated Joseonjok had distinctive values and preferred to have a child-centered approach to parenting, and used active strategies in choosing their children's schools and when preparing for their children's college entrance. This study also found that while they acknowledged the necessity of bilingual education, but they did not actively provide their children with bilingual education. In regards to identity formation education, they were divided into two groups on the issue of identity. One group emphasized that the Joseonjok are a part of the Korean diaspora, and stressed that they were closer to being “Koreans”. The other group emphasized their dual identities. The highly educated Joseonjok parents further argued that the mainstream prejudices and discriminations against them in the host society affected their children in terms of forming their identities. Based on these findings, practical and policy guidelines to be considered for supporting the children of highly educated Joseonjok in Korea are proposed.