• Korean Journal of Child Studies
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• v.14 no.2
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• pp.115-135
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• 1993

The purpose of this study was to develop instruments for measuring paternal child rearing involvement. A second purpose was to investigate the relationship between social competency of child and the father's involvement in child rearing. Fathers' child rearing involvement inventories were administered to 513 5th and 6th grade school students to evaluate children's perceived father's rearing involvement. Assessment of the child's social competency by the mother was by the modified Iowa Social Competency Scale. Data were analyzed by factor analysis, Pearson's correlation coefficient, and canonical correlation. The main results were as follows: (1) There were differences in mean scores between variables on father's child rearing involvement. The mean score of 'day-to-day guidance' was higher than such father's involvement variables as 'family activities', 'household affairs', 'home education'. (2) There was a significant correlation between the social competency of children and father's child rearing involvement. In other words, fathers' child rearing involvement showed significant correlations with 'the capability' and 'leadership' of children. (3) The canonical analysis in two variables-the fathers' child rearing involvement (independent variables) and the children's social competency (dependent variables)-showed that the child variables most highly correlated to the independent variables were 'capability' and 'affection toward parents'. This also indicated that the father variables accounted for about 9.4% of the variation in social competency. In conclusion, the father's child rearing involvement can he recognized as significant variable in predicting the social competency of children.

• Korean Journal of Human Ecology
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• v.17 no.5
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• pp.861-872
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• 2008

The purpose of this study was to investigate the father related variables on children's self-esteem and school adjustment. Father related variables were father's child-rearing involvement, fathers parenting behavior and father-child communication style. The subjects were 236 - 5th and 6th graders of elementary schools in Daegu. The major finding were as follows: First, children's self-esteem was affected by father's child-rearing involvement, fathers parenting behavior and father-child communication style. Second, father's parenting behavior has great effect on children's self-esteem than any other variables. Third, children's school adjustment was affected by father's child-rearing involvement, fathers parenting behavior and father-child communication style. Fourth, father-child communication style has great effect on teacher adjustment than any other variables. father's parenting behavior has great effect on pee. adjustment than any other variables. father-child communication style has great effect on school education adjustment than any other variables. Father's child-rearing involvement has great effect on school rule adjustment than any other variables.

• Korean Journal of Child Studies
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• v.22 no.4
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• pp.189-199
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• 2001

The purpose of this study was to explore the relationship between caregivers' characteristic variables and quality of child care and to investigate the magnitude of the association between variables and quality of child care according to children's age. The following factors were suggested as the caregivers' characteristic variables: Total years of caregiving experience, educational level, job satisfaction, amounts of turnover, time for commuting, salary, pay step, years of work in charge of current children, perception on the recommended caregiver/child ratio. The results of the study were as follows : First, it was found that caregivers' salary, total years of caregiving experience, pay step, perception on the recommended caregiver/child ratio, age, and amounts of in-service program were significant among caregivers' variables. Second, when the caregivers' characteristic variables were examined in terms of children's age respectively, the effects of teacher-related variables to influence the child-care quality were significantly different according to children's age group.

• The Korean Journal of Community Living Science
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• v.20 no.1
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• pp.91-102
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• 2009

The purpose of this study was to analyze the effect of home related variables like socio-demographic variables, parent-child communication, and concern for children's education on children's school adjustment. The data was collected from 287 elementary school children living in Gyunggido. Measurement scales included the children's school adjustment inventory, the questionnaire of the socio-demographic variables, the parent-child communication index, and the parent's concern about children's education index. Results showed that children's school adjustment was significantly effected with regard to: father's age, father's education, mother's education, income, and mother's job. Correlation analysis indicated that parent-child open communication was positively correlated to children's school adjustment; that is the relationships with teachers and with friends, study at school, and rule of school. As well, parent-child problematic communication was negatively correlated to all of the school adjustment variables. Parent's concern about children's education indicated positive correlations with all of the school adjustment variables. It was also found that: parent's concern about children's education, parent-child open communication, parent-child problematic communication, mother's education, and income were significant predictors of the children's school adjustment.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.223-238
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• 2008

The purpose of this research was to study the effects of children's temperament, social competence, emotional intelligence, morality and parent's child rearing attitudes on young children's internalizing and externalizing problem behavior. Subjects were l34 five-year-old children attending day-care centers and kindergartens in Seoul, Korea. Analysis of the relationships among these variables was by correlation and stepwise multiple regressions. There were statistically significant correlations among the variables of temperament, social competence and parents' child rearing attitudes and young children's behavior problems. Variables influencing young children's internalizing behavior problems were children's temperament and parents' child-rearing attitudes; variables influencing children's externalizing behavior problems were children's temperament, their social competence, and parents' child-rearing attitudes.

• Korean Journal of Child Studies
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• v.23 no.3
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• pp.171-186
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• 2002

This study of variables associated with maternal monitoring of child's whereabouts and daily activities was conducted with 1500 children (8 and 13 years of age) and their mothers. They responded to questionnaires on monitoring knowledge, sources of maternal information (maternal solicitation and/or child disclosure), and demographic variables. Data were analyzed by Pearson's r, ANOVA, and regression analysis. Mothers' knowledge of her child's activities and whereabouts and the sources of her knowledge were associated with mothers' higher level of education. Child's age was related to mother's knowledge and maternal solicitation. Maternal solicitation and child's age were highly predictive of mothers' knowledge of her child's whereabouts and activities. Results of this study may have applications for parental supervision and child rearing attitudes.

• Journal of Families and Better Life
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• v.29 no.6
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• pp.153-167
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• 2011

This study analyzed changes in postpartum depression in mothers from one month after childbirth to the first year using panel data collected overtime, in an effort to determine the relationship between the amount of change and child-rearing system variables. The subjects were 1097 mothers who belonged to both the lower and upper $30^{th}$ percentile groups in the depression change distribution of the 2008 Korean Children Panel Study (PSKC), a large, population-based study conducted by the Korea Institute of Childcare and Education. The data were analyzed by t-tests, $x^2$ tests, partial correlation coefficient analyses and regression analyses. The results are summarized as follows: First, the mothers' postpartum depression showed a significant increase during the first year as opposed to the first month after birth. Second, after controlling for socio-demographical variables of the mothers, the changes related to depression showed a positive relationship with child-rearing stress, and the child's emotional temperament, but showed a negative relationship with the mother's self-esteem, the child's birth order, and the father's participation in child-rearing activities. Third, variables having a significant effect on changes in postpartum depression were the mother's self-esteem and child-rearing stress, the child's age in months, and social support. Variables pertaining to the mother's characteristics variables had a more powerful effect than other child-rearing system variable categories. The results suggest the necessity to develop a parental education program or a mother-child health service in consideration of the variables that affect mothers, as determined in this study, in an effort to prevent postpartum depression.

• Journal of the Korean Home Economics Association
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• v.41 no.12
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• pp.207-228
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• 2003

The purpose of this study is to investigate what antecedents and how much these antecedents have an effect on mother's parenting behaviors. The subjects of this study are 251 mothers who have child 3 to 6 year old in Daegu and Kyugbook province. The data are analysed through frequency, percentile, mean, standard deviation, Cronbach's α, Pearson's correlation coefficient, multiple regression analysis, and hierarchical regression analysis. The major findings of this study are as follows：First, child's sex, temperament, and behavior problem, mother's parenting self-efficacy, and marital satisfaction and satisfaction of social support affect maternal affectionate parenting behavior. Second, child's temperament, mother's personality and parenting self-efficacy, and satisfaction of social support affect maternal control parenting behavior Third, mother's variables, especially parenting self-efficacy, have great effect on maternal affectionate parenting behavior than any other variables have. Forth, mother's variables, especially personality and efficacy of parenting, have great effect on maternal control parenting behavior than any other variables have.

• Korean Journal of Child Studies
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• v.26 no.6
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1169-1183
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• 2007

The purpose of this research is to explore the strategy of teacher and the strategy of child in teacher-child interaction according to related variables. The participants of this research are 2 classroom teachers and their 54 5-year-old kindergarten children(27 boys and 27 girls). To collect the data, child's classroom activities were observed and videotaped using event sampling 90 times(30 times per beginning, middle, and end). Repeated test, two-way ANOVA, Scheffe test used for data analysis. The results of this research were as followed; First, over time there were differences between strategies of teacher and strategies of child during teacher-child interaction. Second, in child variables there were differences in strategies of teacher and strategies of child during teacher-child interaction according to child's gender. Third, in environment variables there were differences between strategies of teacher and strategies of child according to play rules and play areas.