• Korean Journal of Child Studies
• /
• v.29 no.2
• /
• pp.1-13
• /
• 2008

이 연구는 한국계 이민자 가정과 백인가정 사이의 부모의 행동적 심리적 통제와 아동의 정서적 행복감에 관한 차이를 알아보기 위해 실시하였다. 미국 시애틀 지역의 8에서 9세 사이의 자녀를 둔 31한국계 가정과 31백인 가정이 연구에 참여하였다. 각 각의 부모들과 자녀들에게 질문지를 실시하여 그 결과를 비교하였다. Acceptance/rejection and control 질문지 결과는 한국계 이민자 가정의 아버지들이 백인 아버지들보다 자녀들에게 전반적으로 더 많은 통제와 공격적 양육태도를 보여주었다. Child Regulation Index결과, 한국계 어머니들도 자녀들에게 더 많은 행동조절 지시를 하는 것으로 나타났다. 이에 반해 아동들의 심리내적인 정서를 알아보기 위해 실시한 Reynolds child depression scale에서 한국계 이민자 가정 아동들이 백인 부모의 자녀들보다 자기 자신에 대해 덜 행복하게 느끼고 있음을 보고하였다. 특히 전체적으로 어머니들의 통제가 아동의 심리내적 정서와 관계가 있음이 확인되었고, 본 연구의 결과를 토대로 부모의 심리적 행동적 통제와 아동의 정서적 행복감에 대해 논의하였다.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.12
• /
• pp.563-573
• /
• 2019

The purpose of this study is to confirm whether the parenting stress of mothers with preschool children mediated the parent-child interaction and parenting attitude on children's learning readiness. Data was used from the 5th (2012) to 7th (2014) Korean Children's Panel, and a total of 1,480 data sets were used for the analysis. The age of study participants was five years old. The Amos 23.0 program was used as an analytical tool, and the structural equation model analysis was applied to estimate the path coefficient corresponding to the research question. First, it was expected that mothers' parenting stress negatively affected the parent-child interaction, mother's parenting attitude, and children's readiness. Second, it was assumed that parent-child interaction and the mother's warm parenting attitude were positively significant to children's readiness. Third, the relationship between the parenting stress of mothers and children's learning readiness was partially mediated by a positive parenting attitude. The current study supplies valuable data to establish the educational support and efficiency strategy for domestic children. This study is meaningful in that it provides basic data in preparing a plan to more effectively provide educational support for domestic children.

• Therapeutic Science for Rehabilitation
• /
• v.8 no.4
• /
• pp.19-31
• /
• 2019

Objective : The purpose of this study was to examine differences of psychological symptoms for mothers of infants with autism spectrum disorder(ASD) according to the level of parenting stress. Methods : The subjects were seventy-two mothers of infants with ASD(aged 22 months to 71 months) completed Korean Parenting Stress Index (K-PSI) and Minnesota Multiphasic Personality Inventory(MMPI-2). The data was analyzed using SPSS 23.0 program. Results : First, total and parent domain of parenting stress were positively correlated with several clinical scales of MMPI-2. However, there was no significant association between the child domain of parenting stress and clinical scale MMPI-2. Second, as a result of verified the difference of psychological symptoms according to level of total and parent domain of parenting stress, high-risks group was significantly higher scores in several clinical scales of MMPI-2 relative to those in normal range group. However, regarding the association between the child domain of parenting stress and psychological symptoms, there was no significant difference in psychological symptoms between high-risks group and normal range group. Conclusions : The results of this study have implications for verified the difference of psychological symptoms according to level of parenting stress among mothers of infants with ASD.

• Journal of Korean Home Economics Education Association
• /
• v.28 no.4
• /
• pp.123-137
• /
• 2016

This study's aim is to examine child's life competency that middle high school parents perceive and study the influence of parenting stress, parent efficacy, depression, parent education participation on child's life competency. The study was conducted towards parents who have children attending middle school and high school in Dae-jeon. Official cooperation documents were sent to middle schools and high schools located in Dae-jeon in April, 2013. Surveys were sent by e-mail and a total of 800 replies (excluding those with missing data) collected throughout December 10th to 20th, 2013 were used in the final data analysis. SPSS 23.0 and AMOS 23.0 programs were used for analysis and subject's general characteristics and percentage were analyzed. Pearson's product moment correlation coefficient was used in order to examine the variant's relation. Path model analysis was used to study variant's path and direct and indirect effects of the paths were analyzed as well as the significance. The study's results showed that child life competency and related variants had a high correlation and path model analysis showed that parenting stress, parent efficacy, depression, participation of parent education had a direct and indirect influence on child's life competency. Parenting stress has influence on parent efficacy and depression, but parent education has a different influence on child's life efficacy according to participation. Based on these results, policy suggestions are made throughout family academic perspectives in order to enhance child's life competency.

• Journal of Gifted/Talented Education
• /
• v.11 no.3
• /
• pp.245-270
• /
• 2001

Math and Science Olympians participated in a study of the role of environmental influences in their talent development. The questions they got was about family and school factors contribute / or hinder to the development of their scientific talents, and the parents' child rearing styles. The questionnaires were originally developed by Campbell(1996) for cross-cultural studies. The major findings were as follows: ⑴ The professional job of the Olympians'father, the high SES, Their parents'discovering their child's talents were positive factors, ⑵ Their family support and learning environment were reported strong and positive, especially books and reading atmosphere, ⑶ The Olympians participated in the accelerated and enriched educational programs, ⑷ The quality of the class and the rigidity of the curriculum were hindering factors, ⑸ Their parents'rearing style were permissive, affective, and supportive.

• Korean Educational Research Journal
• /
• v.40 no.1
• /
• pp.1-16
• /
• 2019

The purpose of this study is to explore the relationship between parental attitudes, teachers' autonomy support as perceived by high school students, and the self-directed learning abilities of high school students. A total of 341 high school students from South Korea participated in the study. A survey instrument was used to measure parental attitudes, teacher autonomy support, and students' self-directed learning ability. The results of the study are as follows. First, the rearing attitudes of parents were perceived by the participants as oriented more toward being attainable and relatively less self-directed. There were no significant differences between male and female students, though male students were more likely to perceive their parents' attitudes as more attainable-oriented. The results also show that, in terms of self-directed learning skills among high school students, the more goal-oriented, compassionate, and autonomous the parental attitudes are, the likelier are students to have developed self-directed learning skills. Second, the male students were more aware of the autonomy support of teachers than were the female students. This shows that the results have significant predictive power over the self-directed learning ability among high school students. Accordingly, the perception of autonomy support by teachers affects the development of self-directed learning among students. We can therefore conclude that self-directed learning skills develop most effectively in students who are supported by their teachers.

• Journal of agricultural medicine and community health
• /
• v.40 no.3
• /
• pp.137-147
• /
• 2015

Objectives: The purpose of this research was to identify the relationship between state-trait anxiety, parenting stress and parenting self-efficacy in mothers of children with Amblyopia. Methods: This study was surveyed 221 mothers of children aged 3 to 14 years with amblyopia who have visited ophthalmology of outpatient department of a university hospital and been treated with occlusion therapy in G-city. The collected data were analyzed by t-test, ANOVA, correlation coefficient, using the SPSS program. Results: There was significant positive correlation between state-trait anxiety and parenting stress (r=.480, P<0.001) and negative correlation between state-trait anxiety and parenting self-efficacy (r=-.402, P<0.001). Parenting self-efficacy had negative correlation to parenting stress (r=-.484, P<0.001). Conclusions: Nursing intervention program which enhances the self-efficacy and reduces the parenting stress in mothers of children with amblyopia should be developed to improving vision of the children.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.9
• /
• pp.440-450
• /
• 2019

This study analyzes the effects of perceived parental attitude on self-esteem in elementary and junior high school students. For this purpose, a questionnaire was given to 220 students, including 5th and 6th graders in elementary schools and 7th graders in middle schools in the Gyeonggi area. A total of 188 responses to the questionnaire were analyzed after excluding 22 responses that insincere responses or missing items. Descriptive statistics were used to investigate the general characteristics of the subjects, and a t-test, ANOVA, correlation analysis, and multiple regression analysis were performed to examine the differences in parental attitude and self-esteem according to the general characteristics of the subjects. The results showed that there is a stronger relationship for mothers between parental attitude and self-esteem perceived by children than for fathers. There were no significant differences between parental attitude and self-esteem according to the grade of the children. Among the subfactors of parental attitude, affectionate attitude and overprotective attitude were found to have a positive effect on self-esteem. In particular, an affectionate attitude among fathers had a positive effect on the self-esteem of children.

• Journal of the Korea Society of Computer and Information
• /
• v.27 no.2
• /
• pp.219-227
• /
• 2022

This study is to structurally analyze the effect of authoritative, authoritarian, and permissive three-dimensional parenting behavior on pragmatic language ability in the field of child language development by using data from the Panel Study on Korean Children, which was completed and published in 2018. As a result of the study, looking at the effect of three-dimensional parenting behavior on children's language ability, first, the authoritative parenting behavior, which provides a clear direction for parents in raising their children, and takes a rational and consistent way, is effective in improving pragmatic language ability appeared to have a positive effect. Second, it was found that authoritarian parenting behavior that strictly controls children's behavior in the direction desired by parents and demands absolute obedience from children did not have a significant effect on the improvement of children's pragmatic language ability. Lastly, it was found that the permissive parenting behavior of the neglect type, which allows children to do whatever they want, has a negative effect on the children's pragmatic language ability. Based on these results, in order to equip children who will live in an era where creativity and problem-solving ability are important to have the ability to express themselves accurately, parenting behavior, which is a very important ecosystem for children's language development, needs to be done correctly.

• Journal of Music and Human Behavior
• /
• v.20 no.2
• /
• pp.89-113
• /
• 2023

This study aimed to assess the feasibility and impact of a 5-week parent-led home-based music program for parents of children with autism spectrum disorder (ASD). The program aimed to enhance the parents' sense of competence and their relationships with their child. Each week for 5 weeks, 10 parents of 10 children with ASD (aged 3 to 9 years) received weekly 30-minute personalized lessons on how to implement the home-based music program and implemented the educated music program at home with activities involving receptive and active engagement. On average, the parents conducted the music program 2.5 times a week for about 9.2 minutes per session. At the end of the 5 weeks, parents reported increased comfort and effectiveness in interacting with their child through music. In addition, positive changes were noted on the Parenting Sense of Competence Scale and the closeness aspect of the parent-child relationship. Participants affirmed the program's feasibility, emphasizing its potential for supporting families with children with ASD. These results provide foundational data for future home-based music activities and programs, emphasizing the importance of tailoring interventions to the unique needs of families with children with ASD.