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Difficulties in adapting to school in the upper grades of elementary school can lead to interpersonal conflicts and psychological problems, leading to social maladjustment in adulthood as well as in middle and high school. This study attempts to examine the mediating effect of self-esteem in the relationship between parental parenting stress, achievement pressure and children's school adaptation. For this purpose, 1,217 sixth graders(615 boys and 602 girls) in the 13th year(2020) data from PSKC(KICCE) were studied. The results of the study analyzed the structural equation model. First, parental parenting stress had a significant impact on children’s self-esteem and school adaptation, achievement pressure has a significant impact on children’s self-esteem, and children’s self-esteem had a significant impact on school adaptation. But achievement pressure was found to have no significant impact on children's school adaptation. Second, the impact of parental parenting stress on children's school adaptation showed a significant indirect effect through children's self-esteem, and the impact of achievement pressure on children's school adaptation showed a significant indirect effect through children's self-esteem. This is significant in that it presented a theoretical basis for the importance of parental education to reduce parenting stress and help parents adapt to school for senior elementary school children entering adolescence.
Mi-Hee Min (Sat,) studied this question.