Development and Evaluation of a School Adjustment Model for Juvenile Delinquents

Park, Gong Ju; Jung, Hyang Mi

Abstract

PURPOSE
The aim of this study was to develop and evaluate a structural model including relevant factors to identity the variables that affect school adjustment in juvenile delinquents. On the basis of a review of the literature on school adjustment of juvenile delinquents and on Bronfenbrenner's bio-ecological model, a hypothetical model was developed by setting home environmental factors (e.g.,economic conditions, parent child communication, parenting attitudes, peer relationships, and academic stress) as exogenous variables, and personal factors (e.g., ego identity and psychological well-being) as endogenous variables.
METHODS
Data were collected from January 29 to March 3, 2015 by a survey of 206 students attending junior high and high schools in City B. The collected data were analyzed using the SPSS and Amos 22.0 software.
RESULTS
The verification of the hypothetical model indicated a good fit for the model: Ï‡²=0.009 df=13, Ï‡²/df=2.161, GFI=0.97, AGFI=0.90, RMESA=0.07, CFI=0.98, TLI=0.95, and RMR=0.01.
CONCLUSION
The results suggest that ego identity and parent-child communication do not directly affect school adjustment of juvenile delinquents but influence it depending on the psychological well-being of delinquents. High levels of psychological well-being, better economic conditions, better parent-child communication, and low academic stress were abserved to contribute to better school life. Therefore, to improve the school adjustment of juvenile delinquents, appropriate measures need to be taken and programs need to be designed for improving ego identity and parent-child communication, thus promoting psychological well-being.