• Title, Summary, Keyword: Problem Behaviors

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Predictors of the Developmental Trajectories of Internalizing Problem Behaviors in Adolescents (청소년기 내면화 문제 행동의 발달궤적 양상과 유형화 예측 변인)

  • Oh, Young-Jin;Kim, Yeong-Hee
    • Journal of the Korean Home Economics Association
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    • v.48 no.10
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    • pp.89-103
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    • 2010
  • The purpose of this study was to examine the developmental trajectories of adolescents' internalizing problem behaviors. The data came from 3,188 middle school students through their participation in the Korea Youth Panel Survey(KYPS). Adolescents with a high level of internalizing problem behaviors in the first year showed a rapid decline in these behaviors over time, whereas for adolescents with a low level of these behaviors in the first year the decline was slow. The predictors of the developmental trajectories were related to individual variables, such as gender, self-esteem, self-control, stress, self-stigmatization, and academic achievement. The developmental trajectories of adolescents' internalizing problem behaviors were classified into four groups. The predictors of the patterns of developmental trajectories in adolescents' internalizing problem behaviors appeared to be related to individual variables.

The Effects of Family Risk Factors, Ego-Resilience and Quality of Peer Relationships on Adolescent Problem Behaviors (가정의 위험요인, 자아탄력성 및 또래관계의 질이 청소년의 문제행동에 미치는 영향)

  • Han, Hyun-A;Doh, Hyun-Sim
    • Korean Journal of Child Studies
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    • v.29 no.1
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    • pp.87-101
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    • 2008
  • This study examined the influence of family risk factors, ego-resilience, and quality of peer relationships on adolescent problem behaviors in a sample of 335 8th grade students (178 boys and 157 girls). They responded to four kinds of questionnaires. Data were analyzed by independent t-tests, correlations, and multiple regressions. Results showed that family risk factors had direct effects on ego-resilience which directly affected quality of peer relationships. Family risk factors, ego-resilience and quality of peer relationships had direct effects on internalizing problem behaviors. Family risk factors and quality of peer relationships had direct effects on externalizing problem behaviors. Family risk factors indirectly influenced adolescent internalizing/externalizing problem behaviors through ego-resilience and quality of peer relationships.

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The Effects of Parenting Behavior and Peer Interaction on Preschoolers' Externalizing Problem Behaviors (부모의 온정적 양육행동과 또래 상호작용이 유아의 외현화 문제행동에 미치는 영향)

  • Woo, Su Jung
    • Korean Journal of Childcare and Education
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    • v.12 no.2
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    • pp.41-55
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    • 2016
  • The purpose of this study was to examine the effects of parenting behavior and peer interaction on externalizing problem behaviors of preschoolers. The data of 953 49~55 month old preschoolers and their parents were extracted from the Korean Children Panel Survey of Child-Care Policy Research Institute(2012). This study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parenting behavior had a direct influence on externalizing problem behaviors of preschoolers. Second, parenting behavior had a direct influence on preschoolers' peer interaction. Third, preschoolers' peer interaction had a direct influence on externalizing problem behaviors of preschoolers. Fourth, preschoolers' peer interaction had mediating effects on the relationship between parenting behavior and externalizing problem behaviors of preschoolers.

The relationships among children's perceived parent-child communication style, stress coring behaviors and behavior problems. (아동이 지각한 부모-자녀간 의사소통 방식 및 스트레스 대처행동과 아동의 행동문제와의 관계)

  • Yang, Hyun-A;Yang, Young-Yae
    • Korean Journal of Human Ecology
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    • v.13 no.6
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    • pp.847-860
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    • 2004
  • The purpose of this study is to obtain basic data needed to understand school-age children's parent-child communication style, stress coping behaviors, and child behavior problems. The subject of this study were 362 primary school children (the fourth and the sixth graders) and their mothers in "D" Metropolitan City, Korea. The research tools included standardized parent-child communication style scale (Min,l991), stress coping behaviors scale (Min,1998), and child behavior problems scale (Hun,l996). The data were analyzed using statistical techniques such as Mean, standard deviation, frequency, percentile, t-test, F-test, pearson's correlational analysis, stepwise regression analysis. In the relationship between child perceived parent-child communication style and stress coping behaviors, the children who make open communication with their parents demonstrate high problem-solving, support-seeking coping behavior. The children with closed communication with their parents have high hope expectation, revenge coping behavior. In the relationship between child perceived parent-child communication style and child behavior problem, the children making more closed communication with their parents show more behavior problems. The children with more closed communication with their mothers have more hyperactive behaviors, aggressive behaviors, and immature behaviors, and the children who are making more closed communication retain more anxious behaviors and withdrawn behaviors. In the relationship between child stress coping behaviors and behavior problems, the more problem-solving and support-seeking coping behaviors the children possess, the less problem behaviors they demonstrate. The more hope expectation, revenge coping behavior the children possess, the more problem behaviors they show. With the results above, we can find out that parent-child communication style has an effect on stress coping behavior, and parent-child communication style and stress coping behavior have an influence on child behavior problem.

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Effects of Parenting Stress and Controlling Parenting Attitudes on Problem Behaviors of Preschool Children: Latent Growth Model Analysis

  • Han, Jeong Won;Lee, Hanna
    • Journal of Korean Academy of Nursing
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    • v.48 no.1
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    • pp.109-121
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    • 2018
  • Purpose: This study was conducted to examine the longitudinal effects of parenting stress and parental control attitudes on problem behaviors in preschool children, using a latent growth model. Methods: Participants were 1,724 pairs of parents and 1,724 preschool children who had completed the panel survey on Korean children ($5^{th}{\sim}7^{th}$ survey panels). Results: An analysis of the multivariate latent growth model of parenting stress, parental control attitudes, and children's problem behaviors suggested that the parents' intercepts for parenting stress influenced their intercepts for parental control attitudes (father: ${\beta}=.21$, p<.001; mother: ${\beta}=.55$, p<.001). In addition, the slopes for fathers' parenting stress was the only aspect that affected the slopes for mothers' parental control attitudes (${\beta}=.77$, p<.001). Moreover, both the intercepts and slopes of parenting stress and parental control attitudes significantly affected the children's problem behaviors. Conclusion: This study is significant as it provides longitudinal evidence of the impact of parenting stress and parental control attitudes on children's problem behaviors. The findings suggest that accurately assessing changes in parenting stress and parental control attitudes and developing intervention programs to reduce them will be effective in reducing problem behaviors in children.

The Moderating Effects of Self Control and Social Support in the Relationship between Stress and Problem Behaviors of Children of Divorced Single Parent Families According to Gender (성별에 따른 이혼 한부모 가정 아동의 스트레스와 문제행동의 관계에 대한 자기조절능력 및 사회적 지지의 중재효과)

  • Ji, Seon Rye;Lee, Sook
    • Korean Journal of Child Studies
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    • v.33 no.4
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    • pp.35-50
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    • 2012
  • This study explored the moderating effects of self control and social support in terms of the relationship between stress and problem behaviors of children of divorced single parent families according to gender. A questionnaire was administered to elementary school-aged children (grades 3-6). 266 children from divorced single parent families were surveyed. The major findings were as follows : first, self control had a moderating role to play in the relationship between stress and problem behaviors for girls. Second, social support also had a moderating effect in the relationship between stress and problem behaviors for boys. Third, the variables having a moderating effect in the relationship between stress and problem behaviors of children also differed according to gender. Therefore differences in gender should be considered when seeking moderating the relationship between stress and problem behaviors of children.

The Mediating Effects of Father's Communication Patterns on the Relationship between Marital Conflict and Adolescent Problem Behaviors (청소년 자녀가 지각한 부부갈등, 청소년 문제행동 간의 관계에서 아버지 의사소통유형의 매개효과)

  • Woo, Yeon-Hee;Lee, Jong-Kak;Moon, Soo-Back
    • Korean Journal of Child Studies
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    • v.33 no.2
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    • pp.185-201
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    • 2012
  • The purpose of the present study was to investigate the structural relationships between adolescent problem behaviors and related variables. The subjects of this study consisted of 250 to second graders from a middle school in S city in the Gyeongbuk province of South Korea. The sample variance-covariance matrix was analyzed using AMOS 20.0, and a maximum likelihood minimization function. The results were as follows : First, marital conflict in terms of the father's open communication model indicated both a direct and indirect effect upon adolescent problem behaviors. Marital conflict in terms of the father's problematic communication model revealed an indirect effect upon adolescent problem behaviors also indicated that these behaviors were also mediated by the father's problems communication. Second, a open communication style on the part of the father indicated a partially mediating effect on the relationship between marital conflict and adolescent problem behaviors. The problematic communication model on the part of the father revealed a very clear mediating effect on the relationship between marital conflict and adolescent problem behaviors.

Verbal Behaviors in Paired Think-Aloud Problem Solving (해결자.청취자 활동에서의 언어적 행동)

  • Jeon, Kyung-Moon;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.20 no.4
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    • pp.624-633
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    • 2000
  • This study investigated students' verbal behaviors in paired think-aloud problem solving. High school students in chemistry classes were asked to use 4 stage problem-solving strategy through paired think-aloud problem solving, and their small-group behaviors were audio/video taped. Verbal behaviors of the solvers and listeners were classified into 8 categories. Solvers frequently exhibited the behaviors of 'require agreement', 'provide', and 'modify', and listeners frequently exhibited the behaviors of 'agree', 'ask', and 'point out'. With behaviors exhibited frequently, the verbal interaction between solvers and listeners were also investigated. In studying partial correlation between verbal behaviors and the improvement of problem-solving ability, listener's 'agree' and 'point out', and solver's 'modify' were positively related with listener's improvement. However, there was negative correlation between listener's 'point out' and solver's improvement. In a perception questionnaire, many students were found to perceive that the paired think-aloud problem solving helped them to be aware of the problem-solving processes. However, some listeners also perceived that it was difficult to know solver's problem-solving processes.

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The Impacts of Regulation, Negative Emotionality and Problem Behaviors on Children′s School Adjustment (조절력과 부정적 정서 및 문제행동이 아동의 학교생활적응에 미치는 영향)

  • 옥경희;김미해;천희영
    • Journal of Korean Home Management Association
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    • v.20 no.6
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    • pp.61-68
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    • 2002
  • Relations of regulation, negative emotionality and problem behaviors to school adjustment were examined for 1,105 elementary school children from 558 2nd grade and 547 5th grade. Children reported their regulation and negative emotionality and teachers rated children's problem behaviors such as hyperactive and withdrawal behaviors and school adjustment including school life, grades, social competence with peers and teacher. Measures of problem behaviors were highly contributed to the prediction of children's school adjustment, especially hyperactive to school life and grades and withdrawal to social competence with peers and teacher. Behavioral regulation was associated with school adjustment including school life and social functioning with teacher and was able to modulate the influence of hyperactive. It was found that depression had both direct and indirect effects via withdrawal behavior on school adjustment.