• Korean Journal of Childcare and Education
• /
• v.13 no.2
• /
• pp.1-19
• /
• 2017

Objective: The purpose of this study was to examine the relationship among perceived mothers'psychological control, affectionate-rational parenting and children's attributional style. The main and interaction effects of psychological control, affectionate-rational parenting on children's attributional style were also explored. Methods: The participants of this study were 253 children from elementary schools located in Seoul and Incheon. Data were analyzed through Pearson's correlation, and hierarchical regression using SPSS 22.0. Results: The major findings of this study were as follows. First, children's attributional style for negative events was positively associated with psychological control but negatively associated with affectionate-rational parenting. Moreover, attributional style for positive events was positively associated with only affectionate-rational parenting. Second, affectionate-rational parenting significantly influenced children's attributional style for both negative events and positive events. Finally, significant interaction effects of psychological control and affectionate-rational parenting on children's attributional style for negative events were observed. Conclusion/Implications: This study revealed that mothers' psychological control and affectionate-rational parenting are important factors in explaining children's attributional style. Such results could be used as an effective resource in developing parent education programs or intervention programs for attributional style.

• Korean Journal of Childcare and Education
• /
• v.13 no.6
• /
• pp.21-41
• /
• 2017

Objective: The purpose of this study was to examine the direct and indirect effects of mothers' and children's emotional instability and maternal affectionate-rational parenting on children's attributional style. Methods: The participants of this study were 253 4th, 5th and 6th grade elementary school students and their mothers in Seoul and Incheon. Data were analyzed by path analysis using AMOS 21.0. Results: The results were as follows: First, children's attributional style for negative and positive events was significantly related to children's emotional instability and maternal affectionate-rational parenting. Also, mothers' and children's emotional instability was significantly associated with affectionate-rational parenting. Second, mothers' emotional instability had indirect effects on children's attributional style for negative and positive events through maternal affectionate-rational parenting. Finally, children's emotional instability had not only significant effects on children's attributional style for positive achievement events, but also indirect effects on children's attributional style for negative and positive events through maternal affectionate-rational parenting. Conclusion/Implications: The results of this study suggest that both environmental and individual factors, including mothers'and children's emotional instability and maternal affectionate-rational parenting, need to be considered to explain children's attributional style. Also, these findings have implications for developing intervention programs for children's attributional style and parental education.

• Journal of the Korean Home Economics Association
• /
• v.34 no.4
• /
• pp.63-74
• /
• 1996

This study explored the influence of the attributional style on depression among university students with the mediators of self-esteem and social support(number & satisfaction). It was hypothesized that self-esteem and the number and satisfaction of social support would mediate the relationship between attributional style and depression. Data were collected from 226 university students and analyzed by using a series of path analyses. The following scales were used; Attributional style questionnaire, Self-esteem scale, Social support questionnaire, and Beck depression inventory. Results indicated that self-esteem mediated the relationship between attributional style for positive and negative outcomes and depression. The findings were discussed in the relation to the effects of attributional style on self-esteem, social support, and depression.

• Journal of the Korean Home Economics Association
• /
• v.51 no.1
• /
• pp.75-87
• /
• 2013

The purpose of this study was to explore the relationship between the preschoolers' hostile attributional bias and the narrative representation profiles. Forty five 4-year-old preschoolers (24 boys, 21 girls) participated in this study. In order to measure the children's narrative responses, MacArthur Story Stem Battery (MSSB) was used, and "a cartoon-based social perception task" was used to obtain preschoolers' hostile attributional bias. The data were analyzed using descriptive statistics and cluster analysis. The results were as follows. First, the rate of hostile attributional style of the subjects was 28.89%. Second, four profiles regarding the narrative representations of 4-year olds were found including: Prosocial (33.3%), Constrained (42.2%), Anxious/Restricted (6.7%), and Dysregulated (17.8%). Third, the rate of preschoolers' hostile attributional style differed by the preschoolers' narrative representation profile. Children with a Prosocial profile showed a less hostile attributional style than children with an Anxious/Restricted profile and Dysregulated profile. In conclusion, preschoolers' hostile attributional bias is related to the narrative representation profile.

• Journal of the Korean Home Economics Association
• /
• v.36 no.8
• /
• pp.1-12
• /
• 1998

The purpose of this study was to investigate the relationship between children's attributional style and their self-perceived competence. The subjects of this study were 301 third and sixth grades. For data analysis, two-way ANOVA, Pearson's correlation coefficients, and multiple regression were used. Results indicated that there was significant correlation between children's attributional style and their self-perceived competence. Children who attributed good events to intemal, stable, or global causes and bad events to extemal, unstable, or specific causes perceived themselves more competent.

• Journal of the Korean Home Economics Association
• /
• v.32 no.3
• /
• pp.147-157
• /
• 1994

The subjects were 574 eleven-and fourteen-year-olds enrolled in elementary and junior high school in seoul. To measure subjects' depression and attributional style the childrdn's Depression Inventory(CDI) and the Childrens' Attributional Style Questionnaire(CASQ) were used. Adolescents' depression score was higher than that of children's There was no sex difference in Children's and adolescents' depression. In the children's and adolescents' depression there was significant difference according to maternal educational level. That is the lower maternal educational level, the higher children's and adolescents' depression score. As predicted by the reformulated learned helplessness theory Children and adolescents with high levels of depression score were more likely to attribute bad events to internal stable global causes and good events to external unstable specific causes. Subject who were moore depressed had significantly lower academic achievement scores than subject who were less depressed.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.13 no.2
• /
• pp.694-700
• /
• 2012

The purpose of this study is to analyze the factor giving effect to department selection, learning adaptation and attributional-style after entering school by selecting university students as targets and help high school students who will graduate soon and university students select department and direction. Those were analyzed by using 287 questionnaire data from June 1 to June 30, 2011. The study result revealed that 64.5% of students considered 'popularity and employment prospect' first when they select department. Generally, it was researched that when selecting department, 68.8% of women and 78.7% of health major considered 'popularity and employment prospect'(P<0.05, P<0.01). For learning adaptation and attribution trend of each major, health major showed that learning adaptation was high when motif was high and application score was high and for the relationship with attributional-style, health major showed higher internal attributional-style, showing significant difference(P<0.05). When synthesizing the results above, it is necessary to develop and use the program that can develop internal attribution trend of students on the basis of attributional-style. For planned and careful selection, it is necessary to perform synthetic consulting through direction search program that considers entrance period of middle school or high school, general affairs of university or direction guide to increase department or direction adaptation in the future.

• Journal of Gifted/Talented Education
• /
• v.7 no.1
• /
• pp.31-50
• /
• 1997

'I'his study investigated students' attitude toward mathematics. and how behavior/cognitive training affects level of math anxietv and level of math achievement. Subjects were all the freshmen attending Taejon Science High School, and they were given Mathematics Attitudes Scale and Attributional Style Questionnaire prior to and post training sessions. Twenty out of 84 freshmen voluntarily participated in nine sessions of training program. Participants were asked to do self-evaluation. Math achievement was measured prior to and post training. and was compared between two groups. Training program utilized behavior/cognitive approach. such as understanding one's feeling through muscle relaxation, breathing and meditation; modifying negative attributional style; imitating effective cognitive strategies for math problem solving, and so on. 'I'he result shows that students' math confidence in general was relatively low out of expectation, a nd they perceived teachers not supporting their math abilities :IS much as expected. On the other hand, students in general had strong math achievelment needs, and considered math utility very high. Sex difference was seen in the attitude toward female math abilities, to result that female students had more positive perception than male students. Female students of 'I'aejon Science High School seem free from conventional idea about female abilities including theirs. Participants' ~attitude change was compared with non-participants. and participants showed statistically significant change in their math confidence, and also in their math achievement. Participants had much higher math confidence and ~achievement than non-participants. And, they showed increased level of perceiving teachers' expectation. more realistic in needs, and more involvement in math. Math achievement was found positively related to math confidence, and participants' math achievement change was explained by their belief in math utility. Not only training program effect hut also participants' voluntary involvement and teacher\ulcorner' support of the program and participation seem to increase their math achievement. Based upon the result of study it was suggested that behavior-/cognitive training program be provided along with academic curricula for gifted students of Korea to help their emotional and psychological development enhance the efficacy of their cognitive learning.

• Korean Journal of Culture and Social Issue
• /
• v.21 no.3
• /
• pp.339-353
• /
• 2015

The aim of this study is to explore the relationships among paranoid tendencies, cognitive characteristics and prejudice. Revised Minnesota Multiphasic Personality Inventory Pa scale, Harris-Lingoes Naivetes(Pa3), dichotomous thinking(DT), attributional style, prejudice toward minority groups(migrant workers, homosexuals, and homeless people) were administered to 557 college students. High Pa3 group was significantly low in prejudice toward minority groups. Also, the group with higher DT showed more prejudice toward minorities. The suggestions and the limitations of this study, and the directions of future study were discussed.

• International Journal of Advanced Culture Technology
• /
• v.7 no.1
• /
• pp.96-102
• /
• 2019

The purpose of this study was to examine the effects of applying a program to enhance social information processing ability in schizophrenic patients. We confirmed the positive effects of the program on the theories of mind and attribution style, which are the social information elements of patients, and confirmed the effect of decreasing paranoid ideation. We used the theory of mind(hinting task, the false belief task), the attributional style questionnaire(external bias, personal bias), and the paranoia scale to test the effectiveness of the program. Specifically, in theory of mind, hinting task performance was improved(t=4.14, p=.000),. The scores of personal bias(t=-7.9, p=.000) and paranoid ideation(t=-2.98, p=.004) decreased. Further research is needed to verify the effectiveness of meta - cognitive training to enhance social information processing.