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KMID : 1094520100130040093
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Korean Journal of Play Therapy
2010 Volume.13 No. 4 p.93 ~ p.107
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Effects of Playfulness and Stress Coping Styles on the Children’s School Adjustment
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Kang Min-Seo
Yoo Mee-Sook
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Abstract
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The purpose of this study is to examine the impact of playfulness and stress coping styles on children’s school adjustment. The subjects of this study were 538 elementary school students ranging from 5th to 6th grade. They completed the following questionnaires: Playfulness Scale for School-Aged Children, Daily Hassles Coping Scale for children and Children’s School Adjustment Scale. The results were as follows: First, in boys’ case, emotional playfulness and social playfulness were positively related to school adjustment. In girls’ case, emotional playfulness, social playfulness and extraordinariness were positively related but pursuit of playfulness for oneself showed negative relation to school adjustment. Secondly, coping styles of active behaviors and social support seeking coping behaviors have positive relation to school adjustment. In boys’ case, however, passive/avoidant and aggressive behaviors have negative relation to school adjustment. aggressive behaviors have negative relation to school adjustment. Thirdly, emotional playfulness was the most explanatory power in sub-variables of the playfulness and stress coping styles among the effective variables of the children’s school adjustment.
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KEYWORD
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elementary school student, playfulness, stress coping style, school adjustment
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