• Korean Journal of Child Studies
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• v.36 no.1
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• pp.1-17
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• 2015

The purpose of this research was to explore the influence of a mother's motivational beliefs in the context of the child education and parent-teacher relationship and the impact that it has on the learning related skills of young children. The participants in this study consisted of 243 mothers of 4~5 years old children and 20 teachers in 5 child education centers located in Seoul, Korea. The data was analyzed by means of using statistical method such as mean, standard deviation, t-test, Pearson correlation, and stepwise regression. The major findings of this study were as follows: First, there were significant differences between parent-teacher relationship and learning related skills of young children according to the children's sex and maternal educational level. Second, children's sex, maternal educational level, and the parent-teacher relationship were significantly related with the learning related skills of young children. Last, mother's motivational beliefs in the context of child education and the parent-teacher relationship directly influenced the learning related skills of young children. The results of this study suggest that positive parent-teacher relationships are important for developing the learning related skills of young children and this in turn can predict the level of children's adjustment and success in school.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.65-78
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• 1995

The purpose of this study was to investigate maternal beliefs concerning communication strategies toward children in a variety of situations and to examine related factors. The subjects were 145 mothers of 4-5 year old children. A Communication Strategy Questionnaire composed of 12 vignettes was designed to assess parental beliefs about parent-child interactions. The data were analyzed by F-test and t-test. Findings indicated that mothers preferred rational authoritative communication strategies in conflict situations. Also, mothers communication indicated level of child-centered orientation and goals for child's cognitive development.

• Journal of the Korean Home Economics Association
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• v.40 no.1
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• pp.53-68
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• 2002

The purpose of this study was to examine the effects of parental beliefs, efficacy and stress on mother's parenting behaviors. The subjects were 243 mothers of two to three-Year-old children in Seoul. The main results showed that parental beliefs, efficacy and stress were significantly related with parenting behaviors. That is, the resets of mutiple regression analysis indicated that parental efficacy, beliefs and stress were significant variables predicting mother's parenting behavior. However, the predictive powers of these variables were different depending on the characteristics of parenting behaviors. And the relationship between mother's parental stress and parenting behaviors was mediated by mother's parental efficacy. To conclude, mother's cognitions such as parental beliefs, parental efficacy, and a perception of parenting stress turned out to be the vital factors in predicting parenting behaviors.

• Journal of the Korean Home Economics Association
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• v.44 no.12
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• pp.43-52
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• 2006

The purpose of this study was to investigate the relationships between mother's management behaviors of their children's peer interaction, their beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence. Subjects consisted of 258 mothers of 4- to 5-year-old children. The sample of mothers completed a series of questionnaires assessing their beliefs of social skills, their peer experiences, and the involvement activities of their children's peer relationships. The results indicated that the beliefs about social skills, recollections of childhood peer relationships, and interpersonal competence were associated with the mother's management behaviors. Maternal memories of childhood peer relationships were the best predictor of mother's management behaviors of their children's peer interaction.

• Journal of the Korean Home Economics Association
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• v.49 no.9
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• pp.47-58
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• 2011

This study investigated the relationships among mothers' playfulness, play beliefs and rearing attitude. The participants were 261 mothers with young children. PSA(Playfulness Scale for Adults), PPBS(Parent Play Beliefs Scale), MBRI(Maternal Behavior Research Instrument) were used to collect the data. The data were analyzed by t-test, Pearson's productive correlation analysis, and stepwise multiple regression analysis. The results were as follows: First, mothers' rearing attitude varied by mothers' age, employment status, and educational level. Second, there were significant correlations among mothers' playfulness, play beliefs, and rearing attitude. Third, mothers' playfulness and play beliefs were reliable predictors of rearing attitude.

• Korean Journal of Child Studies
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• v.27 no.3
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• pp.101-116
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• 2006

본 연구는 모성취업에 대한 태도에 따른 영아보육의 특성과 어머니의 심리적 복지감 간의 관계를 밝히고자 했다. 취업 중이거나 학교를 다니는 809명의 미국여성을 대상으로 하였으며, 이들의 자녀가 생후 1개월, 6개월, 그리고 15개월일 때 면접조사를 실시하였다. 모성취업에 대해 긍정적인 태도를 가지고 있는 어머니들은 그렇지 않은 어머니에 비해 더 나은 심리적 복지감을 보였으며, 개별 보육보다 시설 보육을, 그리고 더 많은 시간의 보육을 이용하였다. 이들 어머니들은 자녀들이 친인척에 의해 보육되는 경우(relative care)보다 보육시설(child care center)을 이용할 때 더 낮은 수준의 역할 긴장과 높은 수준의 취업결정 만족감을 나타냈다. 보다 부정적 태도를 가진 어머니들은 가정보육(child care home) 이용시 역할긴장 수준이 낮았다. 영아들이 생후 6개월 무렵 두 집단의 어머니 모두 보육시간이 증가함에 따라 취업 결정에 대한 만족도가 낮았으나 15개월에는 부정적 태도의 어머니에게만 이 관계가 유의했다.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.87-101
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• 2011

This study employed a child-centered approach in the examination of patterns of preschooler's learning behaviors. A hierarchical cluster analysis was employed in order to discern a meaningful typology of such behavior. The subjects consisted of 232 children (117 boys, 106 girls) and their mothers from 6 kindergartens and 6 day care centers. The results of this study were as follows. The cluster analysis yielded five types of learning behaviors; the competent type, the average type, the low attention/persistence type, the low motivation -attitude type, and the deficient type. The most consistent level differences among these types appeared to lie in distinctions among the average Attention/Persistence scores. The composition of the cluster types, including both the age and gender of the children, was ascertained. Our results indicated that preschool learning behavior types could be seen to differentially relate to children's self-regulation, cognitive styles, problem behaviors, and the level of maternal involvement. It was revealed that a child's characteristics was more important than maternal involvement and beliefs. As there were more girls and older children in the learning type, this type was seen to be more competent.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.57-75
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• 1996

The purpose of this study was to investigate relations between the congruence of parent-child beliefs and child's perceived competence. The subjects were 138 children (68 eight-year-olds and 70 eleven-year-olds) and their parents. Instruments were the modified Family Belief Interview Schedule (Alessandri & Wozniak, 1987), and Harter's Perceived Competence Scale. Data were analyzed by Pearson's product moment correlation and two-way ANOVA. There were significant differences in child's perceived cognitive competence, social competence and physical competence by degree of congruence between child's belief and maternal belief. Younger children showed a higher level of general self-worth perception while older children showed a lower level. Children who showed a high congruence of beliefs with parents perceived their competence more highly than those with low congruence. This tendency was particularly outstanding in the perception of cognitive competence, implying a positive impact of the congruence of parent-child beliefs on children's perceived cognitive competence.

• Child Health Nursing Research
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• v.25 no.4
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• pp.398-405
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• 2019

Purpose: This study was conducted to examine the relationships among the perceptions and practice of taegyo (a traditional set of practices and beliefs related to healthy fetal development) and maternal-fetal attachment in pregnant women. Methods: The participants were 136 pregnant women who visited a public health center or maternity hospital for prenatal care. The collected data were analyzed using descriptive statistics, the t-test, analysis of varience, and Pearson correlation coefficients with SPSS version 22.0. Results: The mean age of the pregnant women was $32.24{\pm}3.99$ years. The mean scores for perceptions of taegyo, practice of taegyo, and maternal-fetal attachment were $3.96{\pm}0.53$, $3.74{\pm}0.64$, and $3.94{\pm}0.49$, respectively. Perceptions of taegyo were significantly correlated with the practice of taegyo (r=.72, p<.001), and maternal-fetal attachment (r=.55, p<.001). A significant correlation was also found between the practice of taegyo and maternal-fetal attachment (r=.65, p<.001). Conclusion: Perceptions of taegyo affected the practice of taegyo, and had a positive effect on maternal-fetal attachment. These findings suggest that primary care nurses at hospitals and public health centers should provide nursing intervention programs to improve the perceptions of taegyo, the practice of taegyo, and maternal-fetal attachment.

• Journal of Families and Better Life
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• v.27 no.2
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• pp.111-122
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• 2009

The relations of mothers' attitudes regarding maternal employment to mothers' psychological well-being, mothers' parenting sensitivity and children's social competence were examined for mothers who worked full-time (extensively) from age 6 months of their children on, mothers who were not employed, and mothers who worked part-time or inconsistently during their children's early years. Longitudinal observations of 1,034 mothers and children in the NICHD Study of Early Child Care from age one month to first grade were analyzed using structural equation models. As predicted, mothers and children benefited when maternal attitudes were consistent with mother's actual employment status. Among extensively employed mothers, those with positive attitudes about employment had better psychological well-being; among mothers who were not employed, those who believed that maternal employment would have negative consequences for children's development reported better psychological well-being. The findings suggested that whether the mother's status of employment is congruent with their beliefs, not whether the mother is working or not, predicted the mother's well-being and their child's social development.