Human Ecology Research

The Korean Home Economics Association (대한가정학회)
권호 표지
DOI QR코드

DOI QR Code

Longitudinal Effects of Preschool Children's Media Exposure and Maternal Depression on School Adjustment during First Grade: Mediating Effect of Attention Problem

취학 전 미디어 노출과 어머니의 우울이 초등학교 1학년의 학교 적응에 미치는 종단적 영향: 주의집중문제의 매개효과

  • Suh, Bo Lim (Human Life Research Center, Yonsei University) ;
  • Han, Heesoo (Department of Child & Family Studies, Yonsei University) ;
  • Kim, Tae Ryun (Department of Child & Family Studies, Yonsei University) ;
  • Jo, Jinsil (Department of Child & Family Studies, Yonsei University) ;
  • Kang, Min Ju (Department of Child & Family Studies, Yonsei University)
  • 서보림 (연세대학교 휴먼라이프연구센터) ;
  • 한희수 (연세대학교 아동.가족학과) ;
  • 김태련 (연세대학교 아동.가족학과) ;
  • 조진실 (연세대학교 아동.가족학과) ;
  • 강민주 (연세대학교 아동.가족학과)
  • Received : 2020.03.30
  • Accepted : 2020.04.16
  • Published : 2020.05.30
Download PDF
⟨ Previous Next ⟩

Abstract

This study examined the longitudinal effect of preschool children's media exposure and maternal depression on first-grade children's school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children's media exposure and maternal depression were related to higher attention problems after a year and lower level of children's school adjustment during first-grade. Second, preschool children's media exposure and maternal depression had an indirect effect on first-grade children's school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade's school adjustment.

Keywords

References

  1. Ahn, S., Kang, B., & Lee, K. (2017). Structural relationships among children's duration of media use, behavior problems, and school adjustment. Korean Journal of Child Studies, 38(2), 191-204. https://doi.org/10.5723/kjcs.2017.38.2.191
  2. Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., Angela, K. C., et al. (2018). Promoting father involvement for child and family health. Academic Pediatrics, 18(7), 746-753. https://doi.org/10.1016/j.acap.2018.03.011
  3. Berman, M. G., Jonides, J., & Kaplan, S. (2008). The cognitive benefits of interacting with nature. Psychological Science, 19(12), 1207-1212. https://doi.org/10.1016/j.acap.2018.03.011
  4. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard university press.
  5. Campbell, S. B., & von Stauffenberg, C. (2008). Child characteristics and family processes that predict behavioral readiness for school. In A. Crouter & A. Booth (Eds.), Early disparities in school readiness: How families contribute to transitions into school (pp. 225-258). Mahwah, NJ: Erlbaum.
  6. Christakis, D. A., Ebel, B. E., Rivara, F. P., & Zimmerman, F. J. (2004). Television, video, and computer game usage in children under 11 years of age. The Journal of Pediatrics, 145(5), 652-656. https://doi.org/10.1016/j.jpeds.2004.06.078
  7. Chung, J. N. (2018). Positive peer interaction as a protective factor in the pathway between early maternal depression and later externalizing problem behavior: The role of child gender. Journal of Early Childhood Education, 38(6), 117-136. http://dx.doi.org/10.18023/kjece.2018.38.6.005
  8. Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455-464. https://doi.org/10.1111/j.1365-2214.2009.01046.x
  9. Gibson, E., & Rader, N. (1979). Attention: The perceiver as performer. In G. A. Hale & M. Lewis (Eds.), Attention and cognitive development (pp. 1-21). New York: Plenum Press.
  10. Han, Y. O., & Kim, M. H. (2003). The relationship between maternal psychological environment and child behavioral problem: A crosscultural study. Korean Journal of Child Studies, 24(1), 47-59.
  11. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS one, 13(7), e0199959. https://doi.org/10.1371/journal.pone.0199959
  12. Hwang, T. K., & Son, W. K. (2014). Uses of smart devices and their relations to immersion tendency, self-control ability, and prosocial behavior in preschoolers. Journal of Life-Span Studies, 4(1), 69-83.
  13. Jo, J. O., Na, J., & Hong, K. P. (2015). Multiple mediating effects of anxiety and depression on the relationship between maternal life satisfaction and preschooler behavior problems. Korean Association for Learner-Centered Curriculum and Instruction, 15(10), 75-98.
  14. Jung, D. H., & Chi, S. A. (2006). A study of the relationships among children's peer interactions, child-teacher relationships, multiple intelligences, and elementary school adjustment. Korean Journal of Early Childhood Education, 26(3), 201-221.
  15. Kang, J. H., & Koo, B. J. (2010). The effect of watching TV and computer on physical activity and self-efficacy in children. Korean Society for the Study of Physical Education, 15(1), 201-212.
  16. Kawabata, Y., Tseng, W. L., & Gau, S. S. F. (2012). Symptoms of attentiondeficit/hyperactivity disorder and social and school adjustment: The moderating roles of age and parenting. Journal of Abnormal Child Psychology, 40(2), 177-188. https://doi.org/10.1007/s10802-011-9556-9
  17. Kessler, R. C., Andrews, G., Colpe, L. J., Hiripi, E., Mroczek, D. K., Normand, S. L., et al. (2002). Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32(6), 959-976. https://doi.org/10.1017/S0033291702006074
  18. Kim, E. (2018). Exploring effective variables for school adjustment in the first grade. The Korean Journal of Applied Developmental Psychology, 7(1), 19-34. https://doi.org/10.22839/adp.2018.7.1.19
  19. Kim, H. O. (2013). The regulating effects of parenting variables on the mother's depression and development psychological development of the infant. Journal of Korea Child Care and Education, 11(11), 1-21.
  20. Kim, M. E., & Choi, S. N. (2016). A study on the influence of children's temperament and mothers' depression and parenting stress on peer play interactions of the children according to gender. Journal of Child Care and Education, 100, 121-149.
  21. Kim, S. H. (2016). The longitudinal effect of young children's negative emotionality and maternal depression on internalizing behavior problems: Multivariate latent growth model. Early Childhood Education Research & Review, 20(5), 421-446.
  22. Kim, Y. (2017). Family support and its policy implications in the changing social environment: Health and welfare forum. Korea Institute for Health and Social Affairs, 252, 6-28.
  23. Kim, Y. M., & Kim, D. B. (2016). Mediating effects of self-control on the relationship between smartphone use and school adjustment in middle school students. Korean Journal of Youth Studies, 23(3), 133-162. https://doi.org/10.21509/KJYS.2016.03.23.3.133
  24. Kiuru, N., Laursen, B., Aunola, K., Zhang, X., Lerkkanen, M. K., Leskinen, E., et al. (2016). Positive teacher affect and maternal support facilitate adjustment after the transition to first grade. Merrill-Palmer Quarterly, 62(2), 158-178. https://doi.org/10.13110/merrpalmquar1982.62.2.0158
  25. Kwon, H. J., & Chung, H. W. (2015). Factors that influence children's school life adjustment. Early Childhood Education and Care, 10(4), 79-96. https://doi.org/10.16978/ecec.2015.10.4.004
  26. Kwon, T. Y. (2020). The longitudinal effect of parental depressive symptoms on language development, problem behavior, and school adjustment in the first grade child. Journal of Korea Academia-Industrial Cooperation Society, 21(1), 338-348. https://doi.org/10.5762/KAIS.2020.21.1.338
  27. Ladd, G. W. (1990). Having friends, keeping friends, making friends, and being liked by peers in the classroom: Predictors of children's early school adjustment. Child Development, 61(4), 1081-1100. https://doi.org/10.1111/j.1467-8624.1990.tb02843.x
  28. Landhuis, C. E., Poulton, R., Welch, D., & Hancox, R. J. (2007). Does childhood television viewing lead to attention problems in adolescence? Results from a prospective longitudinal study. Pediatrics, 120(3), 532-537. https://doi.org/10.1542/peds.2007-0978
  29. Lee, M. J., Lee, Y. S., & Yoo, J. Y. (2015). The difference in children's language development according to the media use time and children's gender. Journal of Parent Education, 7(3), 37-52.
  30. Lee, S., & Oh, S. (2019). The effect of media utilization in early childhood on the adaptation of elementary school: Social competence mediated efforts. Korean Journal of Children's Media, 18(2), 89-108.
  31. Lee, S. Y., Cho, M. K., & Kim, C. K. (2015). Impacts of mother's maternalattachment, mental health and parenting attitude on children's externalizing behavior problem. Korean Journal of Child Education and Care, 15(4), 155-177.
  32. Letourneau, N. L., Tramonte, L., & Willms, J. D. (2013). Maternal depression, family functioning and children's longitudinal development. Journal of Pediatric Nursing, 28(3), 223-234. https://doi.org/10.1016/j.pedn.2012.07.014
  33. Lohaus, A., Rueth, J. E., & Vierhaus, M. (2020). Cross-informant discrepancies and their association with maternal depression, maternal parenting stress, and mother-child relationship. Journal of Child and Family Studies, 29(3), 867-879. https://doi.org/10.1007/s10826-019-01625-z
  34. McConaughy, S. H., Volpe, R. J., Antshel, K. M., Gordon, M., & Eiraldi, R. B. (2011). Academic and social impairments of elementary school children with attention deficit hyperactivity disorder. School Psychology Review, 40(2), 200-225. https://doi.org/10.1080/02796015.2011.12087713
  35. Nikkelen, S. W., Valkenburg, P. M., Huizinga, M., & Bushman, B. J. (2014). Media use and ADHD-related behaviors in children and adolescents: A meta-analysis. Developmental Psychology, 50(9), 2228-2241. https://doi.org/10.1037/a0037318
  36. Oh, K. J., & Kim, Y. A. (2008). CBCL 1.5-5 Korean version of the child behavior checklist for ages 1.5-5: Parental. Seoul: Huno-Consulting.
  37. Oh, S. N., & Lee, S. H. (2019). Effects of childhood development on the application of primary school 1st grade by gender. The Journal of Child Education, 28(3), 135-149.
  38. Park, Y. H., Park, J. E., Kim, D. W., Sheo, J. Y., & Choi, N. Y. (2019). The mediating effect of attention deficiency on the relationship between preschool children's educational electronic media usage time and first-grade children's academic ability: Multigroup analysis across gender. The Journal of Korea Open Association for Early Childhood Education, 24(1), 451-473. http://dx.doi.org/10.20437/KOAECE24-1-18
  39. Park, J. E., Lee, J. A., Chung, H. M., & Choi, N. Y. (2018). The effects of fathers' emotional valuation of children and parenting behaviors on children's school readiness and executive function. Korean Journal of Child Studies, 39(5), 67-79. https://doi.org/10.5723/kjcs.2018.39.5.67
  40. Pears, K. C., Kim, H. K., & Brown, K. L. (2018). Factors affecting the educational trajectories and outcomes of youth in foster care. In E. Trejos Castillo & N, Trevino-Scafer (Eds.), Handbook of foster youth (pp. 208-222). London: Routledge.
  41. Peralta, G. P., Forns, J., de la Hera, M. G., Gonzalez, L., Guxens, M., Lopez-Vicente, M., et al. (2018). Sleeping, TV, cognitively stimulating activities, physical activity, and attention-deficit hyperactivity disorder symptom incidence in children: A prospective study. Journal of Developmental & Behavioral Pediatrics, 39(3), 192-199. https://doi.org/10.1097/DBP.0000000000000539
  42. Ra, C. K., Cho, J., Stone, M. D., De La Cerda, J., Goldenson, N. I., Moroney, E., et al. (2018). Association of digital media use with subsequent symptoms of attention-deficit/hyperactivity disorder among adolescents. Journal of the American Medical Association, 320(3), 255-263. https://doi.org/10.1001/jama.2018.8931
  43. Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social-emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191. https://doi.org/10.1016/j.ecresq.2010.07.003
  44. Sharif, I., Wills, T. A., & Sargent, J. D. (2010). Effect of visual media use on school performance: A prospective study. Journal of Adolescent Health, 46(1), 52-61. https://doi.org/10.1016/j.jadohealth.2009.05.012
  45. Shen, H., Magnusson, C., Rai, D., Lundberg, M., Le-Scherban, F., Dalman, C., et al. (2016). Associations of parental depression with child school performance at age 16 years in Sweden. Journal of the American Medical Association Psychiatry, 73(3), 239-246. https://doi.org/10.1001/jamapsychiatry.2015.2917
  46. Shin, J., Lee, T., & Yun, S. J. (2017). A bifactor approach to the factor structure study of the CES-D scale. Korean Journal of Stress Research, 25(4), 272-278. https://doi.org/10.17547/kjsr.2017.25.4.272
  47. Sowislo, J. F., & Orth, U. (2013). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies. Psychological Bulletin, 139(1), 213-240. https://doi.org/10.1037/a0028931
  48. Thomas, A. L., Caughy, M. O. B., Anderson, L. A., & Owen, M. T. (2019). Longitudinal associations between relationship quality and maternal depression among low-income African American and Hispanic mothers. Journal of Family Psychology, 33(6), 722-729. https://doi.org/10.1037/fam0000548
  49. Wright, C. A., George, T. P., Burke, R., Gelfand, D. M., & Teti, D. M. (2000). Early maternal depression and children's adjustment to school. Child Study Journal, 30(3), 153-168.
  50. Yeon, E. M., Yoon, H. O., & Choi, H. (2016). The structural relationship among parent's perceived depression, family functioning, parenting attitude and internalizing and externalizing problem behaviors of children: Focusing on actor and partner effect. Korean Journal of Early Childhood Education, 36(2), 243-269.