The purpose of this study was to investigate the effects of perceived daily stress on the adjustment of children and to examine whether social support has a moderating effect on the relationship between daily stress and adjustment. The results are summarized as follows. First, it was found that stress caused by school, family environments and friends had significant effects on the self-concept of children. In addition, it was found that stress caused by teachers/school and family environments had significant effects on achievement motivation and social behavior. Second, the interaction between daily stress and support from family and friends affected self-concept. Furthermore, achievement motivation was positively affected by the interactions between daily stress and family support, between daily stress and teacher support and between daily stress and friend support.