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Objectives The purposes of this study were to confirm the structural relationship among the family strength perceived by mothers, resilience, tolerance academic failure and school adjustment by middle school student. Methods For this purpose, a total of 834 data collected from 417 middle school children and their mothers in the metropolitan area were used for analysis. Descriptive statistics and correlations were analyzed using SPSS 23.0, and direct, indirect and mediating effects between variables were verified through Structural Equation Modeling (SEM) using the AMOS 23 program. Results The analysis results are as follows. First, the family strength perceived by mothers, middle school children's resilience, and academic failure tolerance had a direct effect on school adjustment. Second, the family strength perceived by mothers had an indirect effect on school adjustment by mediating the resilience of the middle school children. Third, the family strength perceived by mothers had no indirect effect on school adjustment by mediating the academic failure tolerance of middle school children. Fourth, in the relationship between the family strength perceived by mothers and on school adjustment showed a sequential mediating effect on middle school children's resilience and academic failure tolerance. Conclusions The mediating role of the child's resilience and academic failure tolerance in the relationship between family strength perceived by mothers and the child's school adjustment is verified. This suggests that in order to improve the adaptation of middle school children to school life, it is important to increase the importance of the home environment and the children's motivational capacity to respond actively and positively in failure situations.
Park et al. (Sun,) studied this question.