ABSTRACT

The purpose of this study is to verify the influence of rejection sensitivity in elementary students on their psychological well-being and adaptation to school life, and the moderating effect of after-school music activities. For this study, 747 elementary students, from fourth to sixth grades were surveyed, and the resultant data were analyzed using SPSS 24.0 and AMOS 24.0 programs. The findings of this study were as follows. First, rejection sensitivity had a significant and negative impact on the psychological well-being of elementary students. Second, rejection sensitivity had a significant and negative impact on the adaptation to school life. Third, the psychological well-being of elementary school students had a significant and positive impact on adaptation to school of elementary students. Fourth, the psychological well-being of elementary students had a significant mediating effect in the relationship between rejection sensitivity and adaptation to school life. Fifth, the after-school music activities of elementary students had a significant moderating effect in the pathways of [rejection sensitivity → psychological well-being] and [rejection sensitivity → adaptation to school life]. The significance of this study lies in providing basic data for helping children adapt to school life, preventing school maladjustment problems, and promoting positive music activities.

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