• Journal of Families and Better Life
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• v.34 no.1
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• pp.33-47
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• 2016

The purpose of this study was to examine factors which influence maternal parenting stress. The subjects were 182 mothers with toddlers 12 to 36 months old living in Seoul and Gyeonggi-do Province. The instruments used for this study were a self-report questionnaire, PDH(Parenting Daily Hassles), EAS(Emotionality, Activity, Sociability), Value of children by Lee et al., PAI(Parenting Alliance Inventory), and burden of the costs of children. The data were analyzed by descriptive statistics, Pearson's correlation and Hierarchical multiple regression using the SPSS 18.0 program. The main results of this study were as follows: First, the mean score of activity temperament, emotional value of children and husband's support were higher than average. The mean score of Emotionality temperament, instrumental value of children, burden of the costs of children and maternal stress were average. Second, maternal parenting stress was positively correlated with emotionality temperament, mother's age, burden of the costs of children, and negatively correlated with emotional value of children, and instrumental value of children, husband's support. Third, emotionality temperament, husband's support, burden of the costs of children, maternal employment status, and instrumental value of children had an impact on maternal parenting stress. It is expected that the results of this study will contribute to providing basic data for establishing a policy to decrease maternal parenting stress.

• The Korean Journal of Community Living Science
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• v.20 no.3
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• pp.357-367
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• 2009

This research examined the psychological characteristics of children, such as children's attachment to their mothers, self-concept, daily stress, and depression, in both multicultural and typical Korean families. Elementary school children in 3rd to 6th grade were surveyed in Chunnam province. 158 cases of multicultural families and 181 cases of typical Korean families were analyzed by the methods of Cronbach's a coefficient and independent t-test using SPSS program. Children from multicultural families had less attachment to their mothers and self respect than those from typical Korean families. Regarding daily stress, children from multicultural families highly recognize the economic and physical environments, whereas children from typical Korean families highly recognize the academic achievements and the relationships with their teachers. Children from multicultural families were highly prone to depression compared to the children from typical Korean families.

• Korean Journal of Child Studies
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• v.28 no.4
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• pp.127-144
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• 2007

Mothers of 101 5- to 6-year-old children were administered the Parenting Efficacy Test (Shin & Jung, 1998; Ann & Park 2002) and the Parenting Stress Index (Lee, Yeom, & Shin, 2000). Children's emotional intelligence (EI) was measured by the Emotional Intelligence Test for Children (Lee & Lee, 2004b). Data were analyzed by correlation and multivariate analysis of variance (MANOVA). Correlation analysis demonstrated a relationship of parenting efficacy and stress with child's EI. MANOVA revealed that children, whose maternal parenting efficacy was in the upper thirty percent, showed higher EI than parenting efficacy in the lower thirty percent : children whose maternal parenting stress was in the upper thirty percent, showed lower EI than those with stress in the lower thirty percent.

• Journal of Families and Better Life
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• v.15 no.3
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• pp.95-106
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• 1997

The purpose of this study was to develop an instrument which measures children's stress coping behaviors. The first 89 items were selected based on a literture review and a pilot study of 129 children with open questions. The final 75 items were selected using the data from subjects of 500 4th-5th and 6th grade children living in Seoul. The main study was conducted on March 5-10 1997. The data were analysis by frequencies percentages factor analysis and Cronbach's a. The resulting nine catagorical factors of 75 items in strument for children's stress coping behaviors were as fallows: positive revaluation of the situation emotional aggression problem-facing behavior information search for problem-solving emotion-vonvering behavior avoidance seeking spiritual support physical seperation for emotional relaxation emotional expression, The 9-factor 75-item scale explains 60.9% of children's stress coping behaviors and its value of Cronbach's a is 9.5.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.37-53
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• 2009

This study researched aspects of gender and grade related to the after-school happiness of lower grade elementary students and the correlation between the children's happiness and their stress and playfulness. Results of surveys and interviews of 124 lower grade elementary students who attended 4 after-school programs in Seoul showed that : (1) there were no gender differences in happiness but first graders were the happiest, then 2nd graders and the 3rd graders who were the least happy. (2) Children's happiness correlated negatively with stress. (3) There was no relationship between children's overall happiness and playfulness, but there was a negative correlation between happiness and playfulness under the sub-category of cognitive spontaneity. Results were discussed in relation to the Korean socio-cultural environment.

• Korean Journal of Child Studies
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• v.33 no.5
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• pp.139-161
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• 2012

The purpose of this study was to analyze the relationships of mothers' parenting stress and young children's adjustment to the child care centers they attend. The subjects for this study comprised 401 young children from 1 to 4 years of age from 11 child care centers in C-si, Chungnam, and their mothers. The results of this study were as follows : First, there were no significant differences in the parenting stress of mothers related to whether they were working or not, the age of the children nor their gender Second, there were no significant differences in the adjustment of young children to their child care center related to their mothers' work status nor age of the children themselves. However, there was a significant difference in relation to the gender of the young children in that girls were better in their adjustment to the child care center than boys. Third, a negative correlation appeared between mothers' parenting stress and their young children's adjustment to the child care center in that the higher maternal parenting stress was, the greater the difficulties for their young children in their adjustment to the child care center. There were significant negatively correlations between most sub-factors of maternal parenting stress and the adjustment of those children to the child care center.

• Human Ecology Research
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• v.59 no.2
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• pp.233-243
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• 2021

This study examined the longitudinal effects of media usage by early school-age children and of maternal parenting stress on children's school adjustment. The study focused on the mediating effect of executive function difficulty. Longitudinal data to examine the hypothetical model were drawn from the eighth (2015) through tenth (2017) waves of the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE). A total of 581 children (293 boys and 288 girls) and their mothers were included. Confirmatory factor analysis, structural equation model, and bootstrapping analysis were applied using SPSS 25.0 and Amos 26.0. The results are as follows. First, no significant correlation was found between early school-age children's media usage and maternal parenting stress. Second, neither media usage by early school-age children nor maternal parenting stress were found to directly affect children's school adjustment. Third, media usage by early school-age children and maternal parenting stress were shown to indirectly affect children's school adjustment via executive function difficulties. In other words, higher levels of media usage by early school-age children and maternal parenting stress during the first grade lead to greater executive function difficulties after a year, which, in turn, lead to a lower level of school adjustment in the third grade. This study indicates the need to develop practical support for the psychological wellbeing of mothers while they are performing their role as a parent and for children in maintaining suitable levels of media usage during early childhood.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.3 no.1
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• pp.106-116
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• 1992

This study were purposed to find out parental perceptions of child adjustment associated with parenting stress with autistic children and differences of parenting stress between autistic children's parents and normal children's. Subjects were 27 autistic children's parents, 28 normal children's, 4 teachers with autistic children. 'Scales were Parenting Stress Index(PSI), Eyberg Child Behavior Index(ECBI), Childhood Autism Rating Scale(CARS), Social Maturing Scale(SMS). The results of this study were as follows. 1) In total parenting stress, parents with autistic children had significantly higher scores than normal's. 2) In child domain of parenting stress, fathers with autistic children had significantly higher than mothers on the other components except Mood and Demandingness. 3) In parent domain of parenting stress, parents with autistic children had significantly higher than nomal's on Restrict of role, Attachment, Sense of Competence. All mothers of normal and autistic children had significantly higher than fathers on the other components except Repression. 4) In parenting perceptions associated with parenting stress level of autistic children's parents. Low level group perceived their children as higher adaptibility than teacher's evaluation and high level group perceived them as equal to teacher's.

• Korean Journal of Human Ecology
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• v.14 no.3
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• pp.365-378
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• 2005

The purpose of this study is to investigate the relationship among mothers' parenting stress, children's emotional-behavioral problems, and development of children's play patterns. For this study, we observed 81 5-year-old children attending a kindergarten in Southern Chungcheong province. The results of this study are as follows: First, as the mothers felt more parenting stress, the children showed more emotional-behavioral problems. This means that there exists a positive relationship between two factors. Second, aggression, oppositional defiance, and attention deficit among the children's emotional-behavioral problems had a significant, negative influence on the frequency of non-play and parallel play, while they had a significant, affirmative effect on the frequency of group play. Consequently, this study found that mother's parenting stress and child's emotional-behavioral problems affect the development of child's play patterns both directly and indirectly.

• Korean Journal of Human Ecology
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• v.17 no.6
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• pp.1051-1063
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• 2008

This study was to investigate the relationships between stress coping strategies, emotion regulation ability and behavior problems with children from low-income families and middle-income families. Subjects were 171 children from low-income families and 228 children from middle-income families, 4th - 6th grade in elementary school. The major findings are followings: (1) The level of emotion regulation ability in children from low-income families was lower and active stress coping strategies were less than children from middle-income families. In the behavior problem, children from low-income families were higher than children from middle-income families. (2) The stress coping strategies(active/ social support) in children from low-income families were related with internal behavior problem(anxiety /withdrawal). And the emotion regulation ability was related to the children's behavior problem. (3) Regression analysis model showed that emotion-regulation ability was the most influential factor to the children's behavior problem, and children from low-income families with aggressive coping strategy showed hyperactive behavior problem. So, the education/therapy programs for children from low-income families have to be developed and practiced in schools, local children centers and so on.