This research aims to elucidate the intricate interplay among school adjustment, gratitude disposition, self-esteem, and self-regulation in children attending Community Child Centers, where familial and parental support is relatively deficient. In par...
This research aims to elucidate the intricate interplay among school adjustment, gratitude disposition, self-esteem, and self-regulation in children attending Community Child Centers, where familial and parental support is relatively deficient. In particular, the study focused on elementary school students who use Community Child Centers, which have been overlooked in school adaptation research. The investigation emphasizes intrinsic psychological attributes, namely gratitude disposition, self-esteem, and self-regulation, in addition to the challenging-to-directly-intervene family environment factors. To achieve these research objectives, survey data from 492 children enrolled in a Community Child Center (referred to as “Center A”) were utilized, and structural equation modeling was conducted using IBM AMOS 26.0. The findings of this study are as follows: Firstly, the analysis reveals that gratitude disposition does not have a significant direct or indirect effect on school adjustment through self-esteem. Secondly, self-regulation has a significant indirect effect between gratitude disposition and school adjustment. Lastly, a notable dual mediation effect of self-esteem and self-regulation between gratitude disposition and school adjustment is observed. This study underscores the pivotal role of self-regulation as a mediator in school adjustment for elementary school students utilizing Community Child Centers. Moreover, it offers valuable insights for shaping educational interventions aimed at augmenting children's school adjustment.