• Child Health Nursing Research
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• v.11 no.1
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• pp.132-141
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• 2005

Purpose: This study was conducted to describe mother's child-rearing attitudes and problem conduct of children as perceived by children and to examine correlation between maternal nurturing attitudes and child problem behavior. Method: The participants were 338 fifth and sixth graders who attended two randomly selected elementary schools in the city of G, Gangwon province. Child-rearing attitudes of the mother were rated on a 5-pointed scale that developed by Schaefer and added by Oh & Lee(1982). Problem conduct of children were rated on a 3-pointed scale of the K-YSR by Oh Kyung-Ja et al.(1997). The data were gathered from October 2 to October 28, 2004, and the collected data were analyzed with SPSS 10.0 program. Results: For the children's perception of mother's child-rearing attitude, student had a relatively high mean scores of 3.70±0.44. Correlations between the mother's child-rearing attitude and general characteristics of the children showed statistically significantly different according to grade, father-mother relations, type of residence and extent to which father shared household chores. The mean score for problem conducts of children was 0.47±0.25. The average for their internal behavior problems was 0.52±0.33, and for external behavior problems was 0.44±0.24. There were statistically significantly differences in the behavior problem scores of the children according to the general characteristics of grade, education, occupation, mother-father relations, extent to which father shared in household chores and religion. As to correlation between mother's child-rearing attitude and their problem conduct, every type of attitude had a significantly moderate reverse correlation to every type of behavior problem of the children(r=-.431, p=.000). Conclusion: Mother's child-rearing attitudes might affect the problem conduct of children, and mother should try to treat their children with affection and respect, to maintain good relations with father, and to bring their children up coherently in an autonomous, permissive, positive and democratic manner.

• Korean Journal of Child Studies
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• v.27 no.6
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• pp.183-197
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• 2006

The purpose of this study was to explore the relationships between learning-related social skills, early school adjustment, and academic achievement. The sample consisted of 160 first grade children in one elementary school in the city of Ilsan. The teacher rated children's learning-related social skills and early school adjustment. Academic achievement was assessed by scores on Korean language arts and math exams administered at the end of first semester. Learning-related social skills and early school adjustment were correlated with the children's academic achievement. Particularly, the cooperation and mastery behavior of learning-related social skills were strongly associated with the early school adjustment and academic achievement.

• Korean Journal of Child Studies
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• v.22 no.3
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• pp.107-122
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• 2001

The strategies used by 274 $4^{th}$ and $6^{th}$ graders for coping with stress were assessed by the Daily Hassles Coping Scale(Min & Yoo, 1998), and their behavior problems were assayed by their mothers with the Korean version of Achenbach's Child Behavior Check List(Oh, Lee, Hong, & Ha, 1997). Data were analyzed by descriptive statistics, 2-way ANOVA, and hierarchical regressions. Findings were that girls used more passive/avoidant coping strategies than boys; $6^{th}$ graders used more passive/avoidant coping strategies than $4^{th}$ graders; $6^{th}$ grade boys had more internalized behavior problems than $4^{th}$ grade boys; $4^{th}$ grade girls had more internalized behavior problems than $6^{th}$ grade girls; passive/avoidant strategies were positively related to internalized behavior; aggressive strategies were positively related to externalized behavior; strategies of seeking social support were negatively related to both internalized and externalized behavior problems.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.151-163
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• 2005

This study investigated relationships between mother's perfectionism and child's unconditional selfacceptance, depression, and anxiety. Participants were 602 4th, 5th and 6th grade elementary school children(mean age=11) and their mothers. Children reported levels of unconditional self-acceptance, depression, and anxiety; mothers reported their own perfectionism. Mother's perfectionism was positively related to her child's depression and anxiety. The unconditional self-acceptance of the child was negatively related to child's depression and anxiety. Child's unconditional self-acceptance was found to have moderating effects on the relationship between mother's perfectionism and child's depression and anxiety. The findings of this study indicated that unconditional self-acceptance functions as a protective factor for children who might have such psychological problems as depression and anxiety.

• The Korean Journal of Community Living Science
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• v.17 no.3
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• pp.29-41
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• 2006

The purpose of this research is to study the causal model among mother related variables, child abuse, and children's emotional maladjustment behaviors. The sample subjects were 542 pairs of fifth and sixth grade elementary school students and first as well as eighth grade middle school students, and their mothers. The major findings of the research are as follows: First, the result of multiple regression analysis on the effects of the maternal parenting stress and marital satisfaction to the children's abuse indicates that stress related to learning expectation and stress related to relationship with child are the significant contributing factor to physical abuse and verbal abuse. Second, the result of multiple regression analysis on the effects of the maternal parenting stress and child abuse to the children's emotional maladjustment behaviors indicate that verbal abuse is the significant contributing factor. Third, looking at causal relations of the maternal variables (maternal parenting stress, marital satisfaction) and child abuse (physical abuse, verbal abuse, neglect) to the children's emotional maladjustment behaviors, maternal variables impact indirectly through the child abuse factor.

• Korean Journal of Child Studies
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• v.13 no.2
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• pp.175-188
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• 1992

This study investigated the relation between stressful life events and adjustment in elementary school children, with particular emphasis on the potential main and stress-buffering effects of social support and social problem solving skills. 4-6 graders (N=170) completed the Social Support Appraisals Scale(SSAS) and social problem solving skills task. The SSAS is a 31-item measure that taps the child's perceptions or appraisals of family, peer, and teacher support. Their parents provided ratings of stress in the child's environment and ratings of the child's behavioral adjustment. Teachers provided ratings of the child's behavioral and academic adjustment. Hierarchical multiple regression analyses and graphic display were used to analyze the data. The major findings were that (1) The results for parent-rated problems supported a stress-buffering model for family support and problem solving. (2) The results for teacher-rated problems were consistent with the stress-buffering model of social support. (3) The results for grade-point average supported a main effect model for problem solving. peer support, and family support. In addition, teacher support had the strongest stress-buffering effect on grade-point average.

• Korean Journal of Child Studies
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• v.27 no.5
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• pp.19-34
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• 2006

This study examined relationships between children's perceptions of fathering practice and their sociality. The subjects were 569 grade 6 students and 511 grade 3 students in Seoul and Gyeonggi-do. Major results showed (1) the effectiveness of quantity; that is, children's sociality increased with increase in fathering practice. (2) The coefficient of correlation between fathering practice and children's sociality was higher in middle childhood than in early adolescence. (3) Children's sociality was influenced by child variables and fathering practice variables, especially more by the variables of Fathering Practice. Among the variables of Fathering Practice Scales, the variable of "Education of children" is the most influential element for improving "Children's Sociality".

• Journal of Families and Better Life
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• v.16 no.2
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• pp.137-150
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• 1998

This study in investigated differences between father's involvement Behavior perceived by their children which consisted of both qualitative and quantitative behavior and Father's gender role attitude in korea and Japan. The research sample consists of 240, 4-5th grade Korean children and their fathers and 215, 5-6th grade Japanese children and their fathers in Seoul and Tokyo respectively,. Results showed that (1) Korean fathers exhibited more affectionate child rearing behavior than Japanese fathers. On the other han Japanese father exhibited more father's involvement behavior than Korean fathers (2) Korean fathers tended to show more traditional gender role attitude than Japanese fathers do. (3) In the both countries father's affectionate child rearing behavior are greatly affected by non-traditional gender role attitude whereas father's involvement are affected by length of time the that fathers devot to child care.

• Korean Journal of Child Studies
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• v.26 no.3
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• pp.141-161
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• 2005

The 612 4th- and 6th-grade subjects completed a self-administered questionnaire. Data were analyzed by t-test one- and two-way ANOVA, Pearson's r, and multiple regression analysis. Perceived mother's emotional abuse and neglect predicted child's depressive tendencies(DT). Abusive mothers were hostile and showed lack of concern for children's safety. Male children reported more neglect by mothers than female children. Younger mothers were more abusive. Higher maternal education was negatively related to neglect and positively related to lower DT. Mother's having a job was positively related to neglect. Mother's emotional abuse and neglect was the greatest predictor of child's self-regulation; children who experienced more emotional abuse had lower self-regulation capacity and higher DT. Self-regulation of male children was positively while that of female children was negatively correlated with age.

• Journal of the Korean Home Economics Association
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• v.50 no.2
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• pp.1-10
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• 2012

The purpose of this study was to explore the mediatory effects of children's social skills on the relationship between parenting attitude and child aggression. The participants were 479 boys and girls selected from fifth-and sixth-grade classes in Busan. The major findings of this study were as follows: First, there were gender differences in parenting attitudes, children's social skills and child aggression. Second, child aggression directly affected parents' attitudes and the child's social skills. However, child aggression indirectly caused an autonomous parenting attitude, mediating the child's social skills.