• Title, Summary, Keyword: Problem Behaviors

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Influence of parents' parenting values and beliefs on preschoolers' problem behaviors (부모의 양육가치와 양육신념이 유아의 행동문제에 미치는 영향)

  • Lee, Eun-Ju;Min, Ha-Yeoung
    • Korean Journal of Human Ecology
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    • v.15 no.4
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    • pp.541-549
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    • 2006
  • The purpose of this study is to clarify that parents' values and beliefs in bringing up their children deeply relate to their children's problem behaviors, The subjects are 267 preschoolers attending kindergarten in Daegue area, Statistical techniques are Two Way ANOVA, Scheffe' test, Pearson's Correlation and Regression, The results of this study are as follows: (1) Problem behaviors of preschoolers are significantly related to parents' values, Preschoolers whose parents have a higher level of values have a lower level of problem behaviors. (2) Problem behaviors of preschoolers are significantly related to parents' beliefs, Preschoolers whose parents have a higher level of beliefs have a higher level of problem behaviors. (3) The Multiple Regression analysis shows that parents' parenting values and beliefs are crucially predictive of preschoolers' problem behaviors. Especially, parents' parenting beliefs is more relevant to preschoolers' problem behaviors than parents' parenting values is.

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Effects of Maternal Parenting Behavior and Social Supports on Children's Problem Behaviors (아동의 문제행동과 관련된 어머니 양육행동 및 사회적 지원)

  • Kim, Ji-Hyun;Han, Jun-Ah
    • Journal of Korean Home Management Association
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    • v.30 no.6
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    • pp.1-11
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    • 2012
  • We investigated the effects of maternal parenting behavior and social supports on children's problem behaviors. The participants are 148 elementary school children and their teachers from one elementary school in Seoul. The data were analyzed by using descriptive statistics, correlation analysis, t-test, and multiple regression. The major findings are summarized as follows: (1) there were differences in maternal parenting behavior(warmth), teacher support, and internal problem behaviors according to children's gender; (2) mothers's parenting behavior(warmth) and teachers' support explained children's overt problem behaviors; and (3) mothers' parenting behaviors(supervision) and friends' support explained children's internal problem behaviors. In conclusion, there were differences between the subscale of maternal parenting behavior and social supports influencing overt problem behaviors and internal problem behaviors.

Developmental Trajectories of Children's Internalizing and Externalizing Problem Behaviors and Their Predictors (아동기 문제행동의 발달궤적과 예측요인)

  • Cha, Yoon-Hee;Kim, Yeong-Hee
    • Journal of the Korean Home Economics Association
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    • v.48 no.5
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    • pp.25-48
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    • 2010
  • The purpose of this study was to employ the Latent Growth Curve Model(LGM) to investigate the developmental trajectories of children's internalizing and externalizing problem behaviors and to identify predictors that might have an effect on change and the level of developmental trajectories. Furthermore, we classified the developmental trajectories of children's internalizing and externalizing problem behaviors, and also analyzed factors which caused differences in developmental trajectories by Semi-Parametric Group-based Modeling. This study used data from wave 1-4(2004~2008) of elementary school fourth grade panel of the Korea Youth Panel Survey(KYPS). The results showed that children's internalizing and externalizing problem behaviors changed significantly from the fourth grade of elementary school to the first grade of middle school. The predictors for developmental trajectories of children's internalizing problem behaviors were gender, self-control, parental conflict, deviant peers, and attachment to teachers. The predictors for the developmental trajectories of children's externalizing problem behaviors were gender, self-esteem, self-control, and deviant peers. The developmental trajectories of children's internalizing problem behaviors was classified into three groups. The developmental trajectories of children's externalizing problem behaviors was classified into four groups.

The Relations Between Children's Perceptions of Parental Childrearing Behaviors Family Support and Their Interpersonal Problem-Solving Behaviors (부모의 양육행동 및 가족지지와 아동의 대인간 문제해결 행동과의 관계)

  • 황옥경
    • Journal of Korean Home Management Association
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    • v.15 no.1
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    • pp.225-237
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    • 1997
  • The Purpose of this study was to examine how children's perceptuions of parental childrearing behaviors and family support were related to their interpersonal problem-solving behaviors. 580 subjects of the 5th 6th grades filled out questionnaires concerning the three research variables. The data were analyzed through correlation analyses and regression analyses. The results were as follows: The significant correlations were found between parental warmth·acceptance and children's interpersonal problem-solving behavior and between family support and problem-solving behaviors. Problem-solving behaviors showed higher correlations with maternal warmths·acceptance than paternal behaviors and with opposite-sex parents behaviors than with same-sex parents behaviors. Family support predicted children's social problem-solving behaviors better than parental warmth·acceptance especially among boys.

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Influencing Factors on Problem Behaviors among Adolescents : Focused on Middle School Students in Seoul (청소년의 문제행동에 영향을 미치는 관련요인에 관한 연구: 서울지역의 중학생을 중심으로)

  • 현명선;김경희;김선아
    • Journal of Korean Academy of Nursing
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    • v.34 no.2
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    • pp.252-260
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    • 2004
  • Purpose: This study was to investigate the factors influencing problem behaviors among adolescents. Method: The subjects for this study were 596 students in middle school in Seoul. The data was collected during the period from May to November; 2001 by use of questionnaires. The instruments used were the Child Problem Behavior list by Hong (1986), the Body Cathexis Scale by Secord and Jourard(l953), and the Beck Depression Inventory by Beck(l978). The data was analyzed by using the SPSS- Win program. Result: Problem behaviors showed a significant negative correlation, with body image (r=-.310. p=.000) and positive correlation with depression (r=.674, p=.000). There were significant differences in the problem behavior scores of subjects according to sex, family status, economic status, and school scores. Female students were found to have a high degree of internalized problem behaviors. In addition, depression, body image, and sex were significant predictors to explain problem behaviors(47.3%). Depression, sex, grade, and school scores were significant predictors to explain externalized problem behaviors(21.9%) and depression and body image, internalized problem behaviors(51.4%). Conclusion: Since predicting factors of problem behaviors among middle school students by problem behavior type and sex were different, then practitioners should consider these differences when developing programs for them.

The Effects of Mothers' Depression and Parenting Behavior on Preschoolers' Externalizing Problem Behaviors (어머니의 우울과 양육행동이 유아의 외현화 문제행동에 미치는 영향)

  • Doh, Hyun-Sim;Shin, Nana;Park, Bo-Kyung;Kim, Min-Jung;Kim, Hye-In
    • Korean Journal of Child Studies
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    • v.35 no.4
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    • pp.179-198
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    • 2014
  • The main purpose of this study was to examine direct and indirect effects of mothers' depression on preschoolers' externalizing problem behaviors. A total of 155 mothers with preschoolers aged 3 and 4 years (83 boys and 72 girls) living in Seoul participated in this study. Mothers completed questionnaires on mothers' depression, parenting behavior, and preschoolers' externalizing problem behaviors. Direct and indirect pathways from mothers' depression to preschoolers' externalizing problem behaviors were analyzed using Structural Equation Modeling (SEM). First, it was revealed that mothers' depression did not directly affect preschoolers' externalizing problem behaviors. Second, mothers' depression indirectly influenced preschoolers' externalizing problem behaviors through mothers' parenting behavior. Mothers who reported higher levels of depression showed less warmth/acceptance and more rejection/restriction towards their children, which led to higher levels of preschoolers' externalizing problem behaviors. These findings emphasize the importance of positive parenting by mothers in reducing preschoolers' problem behaviors.

Influencing Factors on Externalized and Internalized Problem Behaviors among Adolescents: Focused on First Grade High School Students (청소년의 외재화 및 내재화 문제행동에 영향을 미치는 요인: 고등학교 1학년 학생을 중심으로)

  • Yun, Mi-kyung;Park, Eunyoung;Son, Jung-A;Hyun, Myung Sun
    • The Journal of Korean Academic Society of Nursing Education
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    • v.22 no.2
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    • pp.152-162
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    • 2016
  • Purpose: The purpose of this study was to investigate the influencing factors on externalized and internalized problem behaviors among high school students. Methods: The subjects for this study were 707 students in two high schools in K province. The data were collected during the period from October to November, 2014 by use of questionnaires. The instruments used were the Korean Youth Self-report, Daily Hassles Questionnaire, State-Trait Anger Expression Inventory, and Ego Resiliency Scale. The data were analyzed using SPSS. Results: Significant predictors to explain externalized problem behaviors comprised anger-out, anger-in, anger-control, relation with parents, daily stress, and religion. It was found that these factors explained 46% of externalized problem behavior. Ego resiliency, anger-in, daily stress, gender, relation with parent, and anger-out were significant predictors to explain internalized problem behaviors. It was found that these factors explained 45% of internalized problem behaviors. Conclusion: This study suggests that the influencing factors on problem behaviors differ from externalized and internalized problem behaviors. So these findings will provide the basic data to develop a program that is differentiated by problem behavior type.

Moderating Effects of Mother's Support and Community Environment on Relationships Between After School Self-Care and Problem Behavior (아동의 방과 후 자기보호와 문제행동과의 관계에서 어머니 지지 및 지역사회 환경의 중재효과)

  • Kong, You Kyoung;Kim, Hee Haw
    • Korean Journal of Child Studies
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    • v.27 no.2
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    • pp.153-165
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    • 2006
  • This study examined moderating effects of mother's support and community environment on relationships between after school self-care and problem behaviors. Subjects were 579 3rd and 6th grade elementary school children. Major findings were positive relationships between after school self-care and problem behaviors. Neither gender differences nor grade differences were found in the relationships between after school self-care and problem behaviors. Moderating effects of care by relatives or neighbors on mother's support was shown in the relationships between after school self-care and internal problem behaviors. Moderating effects of proximity to harmful facilities were found in relationships between after school self-care and external problem behaviors.

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The effects of the class management with Adler's logical consequences on elementary children's problem behavior (아들러의 '논리적 결과'를 활용한 학급운영이 초등학생의 문제 행동 개선에 미치는 효과)

  • Nam, Eun-Mi
    • The Korean Journal of Elementary Counseling
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    • v.7 no.1
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    • pp.135-163
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    • 2008
  • This study intends to confirm if it is effective in improving the problem behaviors by applying "Logical Consequence" suggested by Adler to the class management. The researcher who is in charge of the 4th grade class of elementary school in G city applied Adlerian logical consequence to her children, observed and examined the effectiveness of reducing the problem behaviors by the qualitative study method of in-depth interview from March to October. The problem behaviors treated in this study includes irrelevant remarks and gossip in school time, no preparation for taking lessons in time, no preparation of a textbook and a supply, no involvement in doing homework, scribbling and poor handwriting on a textbook, teasing a friend (abusive language, joking, violence), indoor running, no involvement in doing a task, being late and no arrangement of indoor shoes. In conclusion, this study indicated that the use of Logical Consequence was relatively effective in improving the problem behaviors and more effective in individual behaviors rather than group's behaviors. While the problem behaviors conducted in a class in the daily routine were effective at the point of the occurred problems, the problem behaviors occurred at the point of time related to a home or the finish of daily routine were ineffective.

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The Structural Relationship between Parents' Family Interaction, Parenting Efficacy, and Internalizing and Externalizing Problem Behaviors of Their Children (부·모의 가족상호작용과 양육효능감, 유아의 내재화 및 외현화 문제행동 간의 구조적 관계)

  • Park, Sunghae;Kim, Eunhyang
    • Korean Journal of Childcare and Education
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    • v.15 no.2
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    • pp.59-76
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    • 2019
  • Objective: The purpose of this study was to analyze the structural relationship and influence of parents' family interaction, parenting efficacy, and child internalizing and externalizing problem behaviors. Methods: 1,418 children and their parents, and survey data from a panel study on Korean children (2014), were used to analyze the structural equation model. Results: First, the mother's family interaction had direct influence on their parenting efficacy, as well as their child's internalization and externalization. Second, the father's family interaction had a direct influence only on the internal problem behaviors of the child, and child external problem behaviors were influenced through the father's parenting efficacy. Third, parenting efficacy mediated the effects of family interaction on the problem behavior of children. Especially, the father's family interaction was found to affect child variables through the mother's parenting efficacy. Finally, the internalizing problem behaviors of the child mediated the effects of the parents' family interaction and parenting efficacy on child externalizing problem behaviors. Conclusion/Implications: The results of this study are significant in that the factors of father, mother, and child are interrelated, and that parent interaction has varying influence on the problems of their children.