Earticle

The purpose of this study is to examine the impact of parent-child communication on adolescents' school life satisfaction, investigate the mediating effects of self-esteem and social support, and ultimately elucidate the influence of various factors surrounding adolescents' school life satisfaction. A questionnaire was administered to middle school students in Area D, with 260 responses utilized for analysis. The collected data were analyzed using frequency analysis, correlation analysis, and bootstrapping through Model 4 of the PROCESS macro in IBM SPSS 29.0. The results revealed that parent-child communication had significant positive correlations with both self-esteem and social support, which in turn positively influenced school life satisfaction. Self-esteem was found to fully mediate the relationship between parent-child communication and school life satisfaction, indicating that effective communication enhances adolescents' self-esteem, thereby increasing their satisfaction with school life. Similarly, social support also fully mediated this relationship, suggesting that functional parent-child communication fosters greater social support, ultimately leading to increased satisfaction in school life. These findings contribute to our understanding of the complex interplay between family dynamics, individual psychological factors, and social resources in shaping adolescents' school experiences. The study highlights the importance of nurturing positive parent-child communication as a means to enhance adolescents' self-esteem, social support, and overall satisfaction with their school life.

This study explored the experiences of adolescents participating in media activities at G Youth Center in Gyeonggi-do, to understand the impact of these activities on their lives and growth. To this end, in-depth interviews were conducted with 5 adolescents participating in media activities and the data were analyzed using Colaizzi's phenomenological research method. The analysis revealed 35 themes, 11 clusters of themes, and 4 categories of youth's experiences with media activities. Specifically, in the category of ‘Interaction with Support Systems’ they experienced institutional support and parental/teacher support in a safe and free space, and in the category of ‘Personal Psychological Growth Experiences’ they experienced emotional engagement, self-efficacy, expanded awareness, value change, and proactive behavior change. In the ‘Relational Growth Experience’ category, they experienced expanded relationships and improved interaction skills, and in the ‘Career Experience and Aptitude Discovery’ category, they experienced growth-oriented learning and aptitude/career discovery. These 4 categories were integrated into the core category of ‘Media Activities as a Growth Tool’. The significance of this study is that it empirically confirmed the positive effects of youth media activities and suggested the need to strengthen policy and practical support for youth cultural activities.

When building a youth center, it is necessary to establish a construction guideline, which is a matter that must be systematically considered from the planning stage. The guidelines for the construction of the youth center include the roles and responsibilities of all people involved in the construction and operation of the youth center, as well as matters necessary for all processes of the building life cycle, from the beginning of construction to architectural design, as well as the management and operation of facilities after construction. This paper examined a website called WBDG (Whole Building Design Guide) operated by the National Institute of Building Sciences related to the construction and construction of public facilities in the United States. WBDG provides information on design guidelines for each building or space, such as schools, hospitals, courthouses, fire stations, and community facilities, and in this study, the Design Guide of the Dependent Youth Activity Center (DYAC) in the United States. It includes basic requirements for new construction or remodeling, requirements for community-based youth activity centers that should be considered in the early stages of the project. The principles and considerations necessary for the preliminary planning and architectural design necessary for the construction of a youth facility suitable for the characteristics of the region were presented. The guidelines for the construction of the youth center suggest ways for both the youth who are the users of the youth center and the youth experts who manage and operate the center to understand and participate in the construction process of the youth center,. There is an urgent need to continuously research and develop guidelines for the construction of youth centers, which are currently being remodeled and newly built nationwide every year.

This study aimed to explore the meaning of the experiences of both adolescents and youth leaders involved in youth participation activities, particularly focusing on the Youth Management Commission, in order to understand the impact of such activities on the development of adolescents' priority competencies and their growth in life. To achieve this, four adolescents who participated in the Youth Management Commission and two youth leaders were selected as research participants, and in-depth interviews were conducted. The data were analyzed using a general qualitative research method. As a result, four main themes, 52 sub-themes, and 144 meaning units were identified. The four main themes were: ‘Taking the initiative in leading and creating various activities’, ‘Facilitating the mediation of conflicting opinions’, ‘Achieving change’ and ‘The Youth Management Commission is second school in my life.’ The changes in priority competencies were analyzed under the theme ‘Achieving change.’ Based on the findings of this study, recommendations for promoting of youth participation activities were provided.

The purpose of this study is to conduct a qualitative meta-analysis to develop programs that support the psychological and social adjustment of multicultural children and adolescents through their peer relationships. A total of eight qualitative research papers were selected based on literature exclusion principles, focusing on peer relationships. The peer relationship scale by Lee Ho-seon (2001) was used to identify five factors: help, exclusivity, recognition, self-expression, and conflict, yielding 16 sub-elements. Results show that peer relations significantly influence the academic performance and identity formation of multicultural children and adolescents. Furthermore, peers with experience interacting with multicultural individuals exhibit high multicultural sensitivity. This study also discusses its limitations and suggests directions for future research.

The purpose of this study was to develop and validate an inventory to measure the sub-factors of self-esteem among adolescents. Preliminary items were derived from an analysis of existing literature and inventories. After evaluations by experts, 113 preliminary items were selected. and based on the analysis of this test, 58 final items were determined for the main test. Exploratory factor analysis of main test results identified seven sub-factors(family self-esteem, academic self-esteem, school life self-esteem, peer relationship self-esteem, physical appearance self-esteem, moral self-esteem, and personality self-esteem) comprising 40 items, which were confirmed as the Adolescent Self-Esteem Inventory. Confirmatory factor analysis showed a stable factor structure, and the overall Cronbach's α value was .95, indicating high internal consistency. The correlation coefficient with the Rosenberg self-esteem scale was .78(p<.01), securing concurrent validity, and significant differences were found between high and low academic achievement groups, securing discriminant validity. Finally, the study's significance, limitations and suggestions for future research were discussed.

The purpose of this study was to help prevent and promote the mental health of adolescents by understanding the relationship between physical activity and mental health according to the living environment of adolescents in Korea and by identifying the effects of physical activity types on mental health. In this study, 46,935 people were surveyed if the 19th online survey on youth health behavior in 2023 was conducted. Data analysis was performed by complex sample cross-analysis (Rao-Scott x2 test) and complex sample logistic regression analysis. The findings of this study indicate that each high-intensity physical activity and muscle-strengthening exercise had a significant effect on perceived stress. In the case of not engaging in high-intensity physical activity, the perceived of stress was 1.193 times higher (OR=1.193, 95% CI=1.115 to 1.277, p<.001). In the case of not performing high-intensity physical activity, depression was found to be 1.160 times higher (OR=1.160, 95% CI=1.098 to 1.226, p<.001). Loneliness was found to be 1.169 times higher in the case of not exercising strength (OR=1.169, 95% CI=1.123 to 1.2166, p<.001). After examining the effect on suicidal ideation, high-intensity physical activity was found to have a significant effect on suicidal ideation. In the case of not engaging in high-intensity physical activity, suicidal ideation were found to be 1.144 times higher than those engaged in activity (OR=1.144, 95% CI=1.066 to 1.228, p<.001). Physical activities affect perceived stress, depression, loneliness, and suicidal ideation, the community and home should constantly pay attention and try to ensure that adolescents have healthy mental health through physical activity.