The purpose of this study was to identify factors influencing the adjustment of Korean children who live in the U.S. Specifically, this study examined the following predictor variables: English proficiency, peer relationships, family relationships, and school experiences. Forty seven Korean children who were attending the Korean Language School and their parents participated in this study. Pearson product moment correlations indicated that there was a statistically significant relationship between the adjustment of Korean children who live in the U.S. and their English proficiency, peer relationships, and school experiences. There was no statistically significant relationship between the adjustment of Korean children who live in the U.S. and their family relationships. Additionally, structural equation modeling (SEM) was examined to explore how English proficiency, family relationships, peer relationships, and school experiences may serve as influential factors for adjustment of Korean children who live in the U.S. The resulting model had a good fit, χ2 = 2.02, χ2/df = 1.01, comparative fit index (CFI) = 1.00, root mean square error of approximation (RMSEA) = 0.02, which is small enough to indicate a good fit, and indicated that Korean children’s school experiences had the strongest relationship with their overall adjustment score (β = .73, p < .001). However, the effects of English proficiency and family relationships on adjustment were mediated through school experiences, although it is important to note that English proficiency did not have a positive relationship with school experience (β = -.38, p = .340), but Korean children’s school experiences were positively associated with their English proficiency (β = .68, p < .05).
KeywordsKorean Children in the U.S.Cultural AdjustmentSchool ExperiencesEnglish ProficiencyPeer RelationshipsFamily Relationships
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