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Longitudinal Effects of Media Usage by Early School-age Children and Maternal Parenting Stress on School Adjustment: Mediating Effect of Executive Function Difficulty

학령 초기 아동의 미디어 이용시간과 어머니의 양육스트레스가 학교적응에 미치는 종단적 영향: 집행기능 곤란의 매개효과

  • Park, Eunyoung (Department of Child & Family Studies/Human Life Innovation Design) ;
  • Sim, Bo Min (Department of Child & Family Studies/Human Life Innovation Design) ;
  • Kim, Yoon Seo (Department of Child & Family Studies/Human Life Innovation Design) ;
  • Kang, Min Ju (Department of Child & Family Studies, Yonsei University)
  • 박은영 (연세대학교 아동.가족학과/인간생애와 혁신적 디자인 융합전공) ;
  • 심보민 (연세대학교 아동.가족학과/인간생애와 혁신적 디자인 융합전공) ;
  • 김윤서 (연세대학교 아동.가족학과/인간생애와 혁신적 디자인 융합전공) ;
  • 강민주 (연세대학교 아동.가족학과)
  • Received : 2021.03.08
  • Accepted : 2021.04.23
  • Published : 2021.05.30

Abstract

This study examined the longitudinal effects of media usage by early school-age children and of maternal parenting stress on children's school adjustment. The study focused on the mediating effect of executive function difficulty. Longitudinal data to examine the hypothetical model were drawn from the eighth (2015) through tenth (2017) waves of the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE). A total of 581 children (293 boys and 288 girls) and their mothers were included. Confirmatory factor analysis, structural equation model, and bootstrapping analysis were applied using SPSS 25.0 and Amos 26.0. The results are as follows. First, no significant correlation was found between early school-age children's media usage and maternal parenting stress. Second, neither media usage by early school-age children nor maternal parenting stress were found to directly affect children's school adjustment. Third, media usage by early school-age children and maternal parenting stress were shown to indirectly affect children's school adjustment via executive function difficulties. In other words, higher levels of media usage by early school-age children and maternal parenting stress during the first grade lead to greater executive function difficulties after a year, which, in turn, lead to a lower level of school adjustment in the third grade. This study indicates the need to develop practical support for the psychological wellbeing of mothers while they are performing their role as a parent and for children in maintaining suitable levels of media usage during early childhood.

Keywords

References

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