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Updated: Sep 5, 2025
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Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
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The Relationship between Children's School Adaptation, Academic Achievement, Happiness, and Problematic Smartphone
Yookyung Eoh1, Eunsik Lee2, Soo Hyun Park2
1Department of Psychology, Yonsei University, 50 Yonsei-ro, Suhdaemun-gu, 03722 Seoul, Republic of Korea.
Applied Research in Quality of Life
|July 11, 2022
Summary
School adaptation influences children's happiness through academic performance. Problematic smartphone use significantly impacts this relationship, especially for children with lower school adaptation, leading to poorer academic outcomes.
Area of Science:
- Child Psychology
- Educational Psychology
- Digital Media Studies
Background:
- School environment is crucial for children's well-being and academic success.
- Problematic smartphone usage is a growing concern among young children, potentially affecting their development.
Purpose of the Study:
- To investigate the relationship between school adaptation, academic achievement, problematic smartphone usage, and general happiness in 10-year-old children.
- To test a moderated mediation model examining these variables.
Main Methods:
- Panel data analysis of 695 Korean 10-year-old children, their teachers, and mothers.
- Assessment of school adaptation, academic achievement, problematic smartphone usage, and general happiness.
Main Results:
- School adaptation positively impacts general happiness mediated by academic performance.
- Problematic smartphone usage moderates the link between school adaptation and academic achievement.
- Children with lower school adaptation are more susceptible to negative academic effects from problematic smartphone usage.
Conclusions:
- Interventions addressing both school adaptation and problematic smartphone usage are vital for children's academic success and happiness.
- Understanding the interplay between these factors is crucial for supporting child development in the digital age.
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