• Human Ecology Research
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• v.54 no.1
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• pp.45-56
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• 2016

This study investigates: (1) children's proactive aggression according to age and the emotional condition of the counterpart child, (2) if children's intention attribution, emotional attribution (victim and perpetrator) and language ability influences proactive aggression according to age and the emotional condition of the counterpart child. The subjects were 68 3-year-old and 70 5-year-old children. Each child was individually interviewed with picture cards. Collected data were coded and analyzed in SPSS with frequencies, percentiles, means, standard deviations, repeated measures analysis of variance (ANOVA), t -tests, Pearson correlations and multiple linear regression. The results showed that 3-year-old children showed more proactive aggression and physical aggression than 5-year-old children. They showed more proactive aggression when counterpart child was in a happy condition than in a fear condition. Intention attribution, emotional attribution, and language ability partially affected a children's proactive aggression according to age and the emotional condition of the counterpart child. This study has practical implications for teachers in regards to children's proactive aggressive behavior at child care centers. Teachers use specific to develop advantages as the basis for developing aggression prevention programs that consider emotional and cognitive factors.

• Journal of Korean Academy of Nursing
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• v.36 no.2
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• pp.265-277
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• 2006

Purpose: The study attempted to find family perception differences between abused children and normal children by Kinetic Family Drawing. Method: The subjects of the study consisted of two groups, 143 abused who were in the upper 25th percentile, and 150 normal who were in the lower 25th percentile. Collected Kinetic Family Drawings were divided into five dimensions such as actions, human figure characteristics, dynamics, styles and symbols, and they was analyzed with SPSS/WIN 10.0. Results: In the perception about their family in action dimension, their family in figure characteristics dimension, their family in dynamics dimensions, and their family in symbols dimension, there is a sharp contrast between the two groups. Conclusion: Putting these results together, abused children feel lower self-esteem and feel more sense of alienation in their family than normal children do. In addition, abused children perceive their parents as negative and aggressive people.

• The Journal of Korean Academic Society of Nursing Education
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• v.15 no.2
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• pp.321-328
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• 2009

Purpose: The aim of this study was to examine the relationship between caregivers' child rearing characteristics including discipline method, child rearing confidence, attitude, burden, attachment, and cognitive stimulation and preschooler's behavior problems in poor, urban group. Method: A cross-section study design was used. Conveniently selected one hundreds and three preschool aged children and their caregivers who are under National Security Act were recruited. Data was collected using Korean Child Behavior Checklist (K-CBC) comprised of nine sub-dimensions and caregivers' self report questionnaires. Results: Caregivers' discipline method was associated with behavior problems of child. The internalizing and externalizing behavior problem scores including aggressive behavior of children who experienced spanking were significantly higher than children who did not. In addition, Caregivers' child rearing confidence also showed associations with the children's behavior problems. Child behavior problems showed positive relationships with caregivers' child rearing burden, and negative relationships with child rearing attitude, attachment, and cognitive stimulation. Conclusion: Caregivers' negative discipline methods and low child rearing confidence showed significant relationships with children's behavior problems of poor, urban children. Nurses working in primary care and community-based settings are in key positions to address this problem and improve the parenting attitude of low-income caregivers and positively affect the behavior of their children.

• Asia Marketing Journal
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• v.11 no.2
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• pp.173-192
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• 2009

As video games gain popularity and become a normal part of home entertainment, concern about youth access to inappropriate games continues to grow. Some people have claimed that violent video games influence children's aggressive behavior and that violent video games have some responsibility for violence in the school. In response to people's concerns, the video game industry created a video game rating system in 1995 to help parents decide which video games are appropriate for their children. This study investigated whether parents were aware of the video game rating system and how often they have used it when selecting video games for their children. This study attempted to find relationships among parents' attitudes toward video games, their guidance styles for their children's video game play, and their use of the video game rating system. This study found that most parents have used the video game ratings very frequently when they select video games for their children. But many parents still don't understand the video game rating system. This study showed that parents who had more negative attitudes or less positive attitudes toward video games were more likely to impose restrictions on their children's video game play and to use the video game rating system as a means to restrict their children's access to violent video games.

• International Journal of Highway Engineering
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• v.13 no.4
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• pp.187-198
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• 2011

Researches on children's traffic behavior have only focused on traffic accidents and the number of accidents, and therefore it's been impossible to deal with more broad field of study. In this research we can review the possibility of traffic accidents of children and provide them with traffic education. The goal of this research is to develop a device for measuring possibility of children in terms of traffic behavior. Around 600 elementary students of two schools involved in the pretest with 259 questions and about 3,500 students(junior level 53 questions & senior level 72 questions) involved in practical test. At the result of the research, junior level extracted 4 factors(Lack of behavioral control, Aggressive, Self-regulation, Impulsive Instinct) and 44 questions, and senior level extracted 4 factors(Lack of behavioral control, Depression, Sense-oriented, Aggressive) and 69 questions. We take the gender consideration in separate the groups whether the group has traffic behavioral problem or not. In these series of research, we got the standard score such as junior male student, 63 & female student, 50 and senior male student, 110 & female student, 99.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.4 no.1
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• pp.98-105
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• 1993

Objective ' The purpose of this study was to investigate the behavioral characteristics of children with allergic disease Method : In a population of 80 children who were registered at a pediatric allergic clinic in Kangnam St Mary's hospital, parents completed a standardized child behavior checklist (CBCL) to evaluate their children Clinical factors associated with allergy were examined in relation to the rated scores of CBCL Results : Allergic children were rated significantly more aggressive and delinquent, and less withdrawned on the CBCL rating when compared to the age- and sex-matched normal control children. Within the allergic population, children who had family history of allergic disease had higher scores of CBCL in hyperactivity and aggressive behavior than the children without family history. Conclusion : The results were discussed with the respect to familial traits of allergy and temperament as risk factors for the emergence of behavior problems in childhood allergy

• Korean Journal of Human Ecology
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• v.20 no.3
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• pp.595-609
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• 2011

This study examine the mediating role of teacher-child relationships on children's effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l21 boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the children's problem behaviors. Children's effortful control was rated by the mother's questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson's correlations, and hierarchical multiple regressions. Results indicated that children's effortful control was negatively related to their problem behaviors. In addition, the associations between children's effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girl's effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy's effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschooler's problem behaviors.

• Journal of the Korean Home Economics Association
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• v.45 no.6
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• pp.89-100
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• 2007

The objective of this study was to analyze children's maladjustment behavior as related to sex, temperament, and the mother's maternal attitudes, and to characterize the relative influence of these variables on the maladjustment behavior of 3-5 year old children in early child education centers. The subjects were recruited from Gwangju City, and included 217 mothers, and the teachers of their children. Statistical analyses were conducted using SPSSWIN(12.0) for Cronbach's alpha, t-test, one-way ANOVA, Pearson's correlation, and multiple regression analysis. The major findings are as follows; 1. Statistically significant differences existed in the maternal overprotective attitude group with regard to anxiety and withdrawal behaviors. 2. Boys evidenced more aggression, inattention, impulse, and anxiety behaviors than did girls. 3. The activity and adaptation factors of temperaments were significantly different. Increasing activity was associated with increasing aggressive behavior. Increasing adaptation was associated with higher levels of distraction. 4. In terms of maladjustment behaviors in the aggregate, the sex of the children appeared to be the most salient influencing factor, and the activity factor of children's temperament also exerted a significant influence, explaining 13% of maladjustment behavior.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.51-63
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• 2008

The purpose of this research was to develop an scale to measure mathematics anxiety coping behavior of elementary school children. Of the first 45 items selected from a review of literature, 33 items were selected by content validation, modification and revision. Validity, reliability, and item discrimination was based in responses of 1,831 subjects. Data were analyzed by factor analysis, correlation, Cronbach's, $\alpha$, mean, standard deviation, percentages, and t-test. The resulting Scale of Children's Mathematics Anxiety Coping Behavior consisted of 26 items with 5 factors : active problem-solving, aggressive emotion expression, aversive coping, passive coping, and seeking social support. Cronbach's $\alpha$ ranged from .67 to .86 for five factors. T-test showed the 26 items of the scale to be discriminant.

• Korean Journal of Child Studies
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• v.12 no.1
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• pp.38-51
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• 1991

This study investigated (1) the relation of aggressiveness to the outcome of conflict, intentional attribution, predicted response, and (2) friendship as a variable affecting intentional attribution and predicted response. The subjects are 78 fifth grade boys selected from a public elementary school located in Seoul. The children were individually tested by the researcher who read the items to the child. Dodge and Somberg's aggression questionnaire and Dodge and Frame's conflict outcome of ambiguosly intended stories were modified for use in this study. The instigator of aggression in the stories was classified as friend or non-friend and aggressive non-friend or nonaggressive non-friend. Two-way analyses of variance involving one between-subjects factor (aggression of subject) and one within-subjects factor (instigator combination) were performed on children's responses to three of the scales (hostile, neutral, positive). The results show that (1) there were differences in intentional attribution to the children's aggressiveness, regardless of the friendship status of the instigator, and (2) the predicted response to aggressiveness varied with type of instigator.