• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.85-102
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• 2015

The purpose of this study is to investigate the variables that affect the problem behavior of children and to examine the relationships between problem behavior of young children in relation to the child's characteristics(temperament and ego-resiliency), the mother's characteristics(parenting stress and personality characteristics), and the teacher's characteristics(teacher-child relationship and emotional expressiveness). The researcher surveyed 314 parents and 56 teachers of young children in the transitional period from 32 early childhood institutes in Daejeon. The summaries of the results of the study are as seen below. First, the child's gender and mother's education were statistically significant variables in explaining the variance in problem behavior of young children. More boys than girls showed more problem behaviors and children of mothers who graduated university showed less problem behavior. Second, teacher-child relationship was the most predictive variable in problem behavior of young children. Children who had good relationships with their teachers showed less problem behavior and children who had poor relationships with their teachers showed more problem behavior. The results of this study can provide basic data for consulting and developing program to prevent and treat the problem behavior of young children to consider the development of children.

• Child Health Nursing Research
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• v.20 no.1
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• pp.1-10
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• 2014

Purpose: The purposes of the study were to develop and test a model which explains the relationship among factors affecting behavioral problems in elementary school children. Methods: The participants for the study were 368 elementary school children and their mothers at 3 elementary schools in one city. Data analysis was done using the SPSS 17.0 program for t-test, -test, and ANOVA and the AMOS 17.0 program for theoretical model testing. Results: The theoretical model showed a significant goodness of fit to the empirical data (Goodness of Fit Index: .96, Adjusted Goodness of Fit Index: .93 Comparative Fit Index: .95, Root Mean Square Error of Approximation: .06, Standardized Root Mean Square Residual: .02). Six paths were found to be statistically significant including from child rearing attitude to self-esteem, stress, stress coping and behavioral problems, and from self-esteem to stress and behavioral problems. Child rearing attitude showed a significant effect to behavioral problems by total effect. Self-esteem affected behavioral problems by total and direct effects. Conclusion: Child rearing attitude and selfesteem of children are important factors affecting behavioral problems in elementary school children.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.79-89
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• 2006

This study investigated the relations between mother's parenting self-efficacy, perceived social support, parenting behavior, and stress, and child's temperament, and child' self-esteem, including a mediational role of Korean mother's parenting self-efficacy. The participants were 404 Korean child-mother dyads living in Seoul, Korea. Structural equation modeling indicated that mother's parenting self-efficacy was a significant mediator of the relation between mother's perceived social support and child's temperament and mother's parenting behaviors including Warmth-Acceptance, Rejection-Restriction, and Permissiveness-Nonintervention. In the Warmth-Acceptance model, mother's parenting self-efficacy was related to child self-esteem through Warmth-Acceptance. In the Rejection-Restriction model, mother's parenting self-efficacy was related to child self-esteem both directly and through Rejection-Restriction. Child's temperament was also related to Rejection-Restriction directly. In the Permissiveness-Nonintervention model, mother's parenting self-efficacy was related to child self-esteem directly, not through Permissiveness-Nonintervention. Child's temperament, also, was related to Permissiveness-Nonintervention directly.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.133-151
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• 2015

The aim of this study was to examine how children's self control, mother's addiction to smart devices and parenting behavior influence the way young children used smart devices. Participants were made up of 166 preschoolers and their mothers. Descriptive analysis, Pearson's correlation coefficient, and hierarchical regression analysis were used for statistical analysis. The results were as follows: First, children in their early childhood years used smart devices once or twice a week, for ten to thirty minutes, mainly during weekends. Children in their early childhood stage started to use smart devices before reaching the age of 3, and accessed them through their parents, usually along with their siblings. Parents allowed their children to use smart devices for fun and entertainment, with only 66.3% of them setting rules. Second, the mother's tendency to be immersed in smart devices, overprotection and permission were positively correlated to young children's overusage of smart devices, whereas geniality, encouragement, setting limits, and children's self control were negatively correlated. The study also found that the mother's tendency of being immersed in smart devices was the most influential factor for their children's overusage of smart devices. The value of this study lies in providing practical suggestions for children's smart device usage and parental education programs.

• 한국생활과학회:학술대회논문집
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• 2010.05a
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• pp.200-201
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• 2010

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.1
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• pp.34-43
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• 1996

In adolescence, the symptoms of depression are more various and different from those of adult. Conduct behaviours are frequently represented in adolescent's depression. The patients who have the depression and conduct disorder are defined as depressive condor disorder in ICD-10. We hypothesized that there might be different parental rearing patterns between the patients with depression alone and the depressive conduct disorder. We applied children's depression inventory (CDI), parental rating form for conduct disorder based on DSM-III-R, and parental bonding instrument (PBI) to patients and normal control adolescent group. The results were as follows : 1) There were no significant differences in severity of depressive symptoms, maternal care, maternal overprotection, and paternal care. 2) Paternal overprotection showed significant higher scores in depressive conduct disorder group than depression group and normal control group. 3) There were positive correlations in the severity of depressive symptoms and behavior problems in all subjects. 4) There were no correlations in maternal care and overprotecion with conduct problems, but with depressive symptoms in all subject. 4) There were no correlations in paternal care with conduct problems and depressive symptoms in all subjects. 5) There were significant correlations in patienral overprotective, intrusive attitudes with conduct problems, not with depressive symptoms in all subjects.

• Korean Journal of Child Studies
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• v.25 no.2
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• pp.133-154
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• 2004

This study examined the relations between maternal parenting, mother-adolescent conflict, and adolescent individuation with a sample of 271 high school students (156 boys and 115 girls) living in Seoul. Data were analyzed by correlations and regressions. Maternal monitoring, reasoning and affection were positively related to connectedness and separateness, two subscales of adolescent individuation, and maternal over-expectation, intrusiveness, physical abuse and neglect were negatively related to connectedness and separateness. Mother-adolescent conflict was negatively related to connectedness and separateness. Maternal monitoring, reasoning and affection were negatively related to mother-adolescent conflict, and maternal over-expectation, intrusiveness, and physical abuse and neglect were positively related to mother-adolescent conflict. Mother-adolescent conflict played a mediating role between maternal parenting and adolescent individuation.

• Korean Journal of Child Studies
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• v.34 no.2
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• pp.43-61
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• 2013

This study examined the effects of Korean language levels and years of residence in Korea of marriage-immigrant mothers on their parenting behaviors. It also examined the mediating roles of parenting knowledge and acculturation patterns. To do this, this paper made use of data collected from 130 mothers participating in Multicultural Family Support Centers. The main findings are as follows. First, parenting knowledge did not mediate Korean language levels as well as years of residence in Korea and parenting behaviors. Second, years of residence in Korea indirectly affected parenting behaviors through the acculturation patterns of integration and assimilation but did not appear to do so directly. Third, Korean language levels did not have a linear relationship with acculturation. Fourth, higher Korean language levels were correlated with higher levels of overprotection of children.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.203-215
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• 1996

Using questionnaire data from a sample of 236 mothers who have 4-6 years old children in Seoul, this study examined a model of how child's temperament, mother's temperament and parenting stress influence mother's parenting behavior. In general, child's temperament affected mother's parenting indirectly, rather than directly, through its impact on parenting stress and, in turn, parenting behavior. Mother's temperament, in particular, mother's emotionality had a direct effect on parenting as well as parenting stress. As expected, mother's emotionality predicted more reject-authoritarian parenting and this relation was partially mediated by mother's parenting stress. Implications are discussed in terms of the relative contribution of child's temperament and mother's temperament on parental functioning and the importance of mother's psychological well-being.

• Korean Journal of Human Ecology
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• v.22 no.5
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• pp.447-459
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• 2013

This study aimed to investigate the influence of mother's responsive/restrictive parenting and peer attachment on academic stress in school-aged boys and girls. The participants were 493 5th, 6th graders from five elementary schools in Daegu and Gyeongbuk province. The collected data were analyzed through a t-test, multiple regression, hierarchial regression using SPSS Win 19.0. The results are as follows. (1) Level of academic stress of school-aged girls was higher than boys. (2) Responsive parenting of mothers was the most powerful explanation in academic stress of school-aged boys. However restrictive parenting of mothers was the most powerful explanation in academic stress of school-aged girls. (3) In boys, responsive parenting of mothers influenced their academic stress but peer attachment didn't influence the boys academic stress. In girls, responsive parenting of mothers and peer attachment influenced their academic stress, and interaction effects of responsive parenting of mothers and peer attachment on academic stress was observed. (4) Both boys and girls, restrictive parenting of mothers and peer attachment had influences on academic stress. And interaction effects of responsive parenting of mothers and peer attachment on academic stress was not observed.