The Effect of Father's Child Rearing Behavior and Child Rearing Involvement Perceived by Children on Children's Self-Esteem and School Adjustment

초등학교 아동이 지각한 아버지의 양육행동 및 양육참여도가 자아존중감과 학교생활 적응에 미치는 영향

  • Kim, Mi-In (Graduate School of Education, Univ. of Incheon) ;
  • Jang, Young-Ae (Dept. of Consumer Science and Child Development, Univ. of Incheon)
  • 김미인 (인천대학교 교육대학원) ;
  • 장영애 (인천대학교 소비자아동학과)
  • Published : 2007.09.29


The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.