• Korean Journal of Child Studies
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• v.36 no.2
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• pp.1-16
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• 2015

The purpose of this study is to investigate the effects of father's play beliefs on father-child interaction and child's social skills. The subjects were 370 fathers of 1, 2 and 3 graders of elementary schools who lived in Seoul and Gyeonggi area. The results were as follows; First, the differences were found to be significant between the whole of father's play hours, play focus beliefs, study focus beliefs and father-child interaction, and their sub-variables of disciplinary action, sensitiveness, and affectionate expression; and between the whole of child's social skills and its sub-variables of cooperative action, self-assertion and self-control. Second, the higher play focus beliefs, the more positive interaction on the child, and specifically they use much democratic disciplinary action, sensitiveness and affectionate expression. Third, as to the effect of the father's play focus beliefs on the child's social skills, father-child interaction was found to act as a partial parameter, while as to the effect of the father's study focus beliefs on the child's social skills, father-child interaction was found to act as a full parameter.

• Journal of the Korean Home Economics Association
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• v.39 no.12
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• pp.271-284
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• 2001

The purpose of this study was to find out the relationship of attitudes of parents and their unmarried adult child concerning the family value orientation. In addition to this study examined the relationship to child's family value orientation and related variables. The major findings 1) Gender, mother's value of marriage, religion were influential factors on the child's value of marriage.2) Gender and mother's value of sex role were influential factors on the child's value of sex role. 3) Child's gender was only influential factor on child's value of child. 4) Gender, mother's value of filial piety, father's value of filial piety were significant factors which have some effects on child's attitudes toward value of final piety. 5) Gender, mother's value of familism, religion were significant factors which have some effects on child's attitudes toward value of familism. 6) Gender, mother's family value orientation, father's family value orientation were influential factors on child's family value oreintation. In conclusion, this study found that child's gender was the most influential factor on child's family value orientations. And mother's family value orientations had strong effects on children's family value orientations.

• The Mathematical Education
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• v.24 no.2
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• pp.74-104
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• 1986

This study aims at investigating the correlation between such variables as a child's family circumstance and personality and that of the child's mathematical ability. For the objects of the study five hundreds and sixteen students (male 273, female 243) were andomly selected from the fifth grade primary school students in the city of Seoul. For the tool of measure the investigation of Korean family circumstances with particular characteristics, the personality test by Chong Pom Mo and Kim Ho Kwon, and the intelligence test by Lee Sang Ro, Chin Whal Kyo and Pyon Chang Jin were employed. For the statistical analysis S. A. S. C., the statistical analysis package of KAIST was employed. The resutis of the test can be summarized as follows. The correlation between the variable of family Circumstance and that of mathematical alility 1) In case of the significance level 0.05 the education of the childs mother and the order of the child's birth have much to do with the perception speed. In case of the significance level 0.1 it makes some difference in the child's perception spead whether the clild's mother has a job or not. 2) In case of the significance level 0.05 the education of the child's father and mother, the father's job and the type of habitation have influence on the child's perception of space. 3) In case of the significance level 0.05 the education of the child's father and mother, the father's job, the order of the child's birth, the type of habitation, their religion, and their cultural, and economic standard have influence on the child's ability of inference. 4) In case of the significance level 0.05 the education of the child's father and mother, the father's job, the type of habitation, their religion and their cultural and economic standard have influence on the child's ability of calculation. 5) In case of the significance level 0.05 any variable of the child's family circumstance has nothing to do with the child's memory. In case of the significance level 0, 1 the type of family and the type of habitation have effect on the child's memory. 6) In case of the significance level 0.05 the education of the child's parents, the jobs of the parents, the type of habtation, their religion, and their cultural and economic standard have influence on the child's linguistic notion. The correlation between the variable of the child's personality and that of the child's mathematical ability 1) In regard to the priority of the variables influencing the child's perception speed, the child's discretion comes first in order, and then sociability and impulsiveness of the child. 2) The child's discretion has effect on the child's space perception. 3) The child's discretion has effect on the child's ability of inference. 4) In regard to the child's ability of calculation the child's discretion comes first in order, and then impulsiveness and sociability of the child. 5) The child's discretion has effect on memory. 6) The child's discretion has effect on the child's linguistic notion.

• Journal of the Korean Home Economics Association
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• v.47 no.7
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• pp.59-71
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• 2009

This study examined the effects of social capital and ego-resilience of children perceived parent-child relationship and sociodemographic variables on their school adjustment. The subjects were 384 4th, 5th and 6th grade students living in Gyeong-gi and Incheon. Collected data was subjected to descriptive statistical analysis, Pearson’s correlation, t-test, one-way ANOVA and multiple regression analysis. Results were : (a) Children’s school adjustment varied with their grade in school, birth order and mother’s employment. (b) Social capital of parent-child relationship, ego-resilience, and school adjustment were correlated with one another. (c) Control was the strongest predictor for children’s school adjustment.

• Journal of Families and Better Life
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• v.24 no.4 s.82
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• pp.93-101
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• 2006

This study explored the differences in fathers' involvement in child-rearing according to various family socio-demographic variables (fathers education level, income, mothers employment, preschooler's sex and age) and preschoolers' temperaments and examined the relationship between fathers' involvement in child-rearing and these independent variables (as well as preschooler's temperament). The subjects of the study were 227 fathers whose children were preschoolers between the ages of 3 and 5 attending daycare centers in Keoungbok province, South Korea. Statistical analysis was conducted with the following techniques: two-way ANOVA, interaction effect, Scheffe' test, Pearson's correlation partial correlation, and hierarchical multiple regression (using SPSS 12.0). Results of the study may be summarized as follows. (1) There was a significant difference in fathers' child-rearing involvement according to the fathers' education level, income, and preschoolers' temperaments. (2) There was a significant interaction effect of mothers' employment and preschoolers' temperaments on fathers' child-rearing involvement. (3) Hierarchical multiple regression analysis showed that fathers' education mediated the relationship between income and fathers' involvement in child-rearing, and fathers' education and preschoolers' temperaments was also found to have predictive power over fathers' child-rearing involvement.

• Journal of the Korean Home Economics Association
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• v.40 no.7
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• pp.25-40
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• 2002

The purpose of this study was to examine the relationships between child's emotional intelligence and stress according to child's sex. The subjects for this study were 380 children of 5-6th grade selected from elementary schools in Busan. Kwak's questionnaires(1994) on child's emotional intelligence and Han, Mi-Hyun's questionnaires(1996) on child's stress were used. Statistical techniques such as Manoya, Pearson's correlation, canonical were used. The results were as follows : (1) According to sex, there were significant differences in child's emotional intelligence and stress. The girls showed higher emotional expression, emotional empathy, emotional control, and the friend-related stress than boys. The boys showed higher parent-related stress than girls. (2) There were significant negative correlations between child's emotional intelligence and stress. The children who got higher emotion intelligence perceived lower stress. (3) Among five dimensions of emotional intelligence for boy, the effective variable was emotional utilization. And among six dimensions of stress, the effective variables were home-environment stress and school-related stress. Among fine dimensions of emotional intelligence for girl, the effective variables were emotional expression and emotional recognition. And among six dimensions of stress, the effective variables were friend-related stress and parent-related stress.

• The Korean Journal of Community Living Science
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• v.18 no.3
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• pp.379-390
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• 2007

The purpose of this study was to examine the effect of father's child rearing behavior and child rearing involvement perceived by their children to children's self-esteem and school adjustment. The subjects were 300 elementary school children selected from two elementary schools in Incheon area. The instruments included the father's child rearing behavior index, father's child rearing involvement index, children's self-esteem inventory, and children's school adjustment inventory. The statistics used from this data were correlation analysis and multiple regression analysis. This study showed that father's child rearing behaviors of autonomy, achievement, concern and affection behavior were positively correlated to children's general, social, family and school self-esteem. Correlation analysis also indicated that a father's child rearing involvement, that is family activities, day to day guidance, household affairs and home education involvement were positively correlated to children's general, social and family self-esteem, and school self-esteem was positively correlated to family activities and day to day guidance involvement. Father's child rearing behaviors also indicated positive correlations with children's teachers, friends, studies and rule adjustments. A father's child rearing involvement also indicated positive correlations with all of the schools adjustment variables. The relationships between children's self-esteem and school adjustment indicated positive high correlations in all sub-variables. It was also found that autonomy behavior, family activities involvement, affection behavior and concern behavior were significant predictors of children's self-esteem. Also, day to day guidance involvement and family activities involvement were significant predictors of children's school adjustment, but in addition to children's self-esteem variables, children's social, school, general, and family self-esteem were significant predictors of children's school adjustment.

• Journal of the Korean Home Economics Association
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• v.40 no.4
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• pp.125-138
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• 2002

The purpose of this research is to delineate the effects of the material adult attachment and affectionate child-rearing behavior on the social competence of a child. The levels of mother's education and income, as well as the maternal adult attachment and affectionate child-rearing behavior have been chosen for the analysis. The sample subjects selected for the research include 287 pairs of fifth/sixth grade students, their mothers, and eight of the classroom teachers, all from Kwangiu city. The major findings are as follows: First, in measuring the social competence score of a child and the maternal adult attachment, affectionate child-rearing behavior, the scores, in general, tend to be above the mean scores. Second, looking at the correlation between the mother's education/income level and affectionate child-rearing and the child's social competence level, the affectionate child-rearing and the social competence factors only show difference correlating to the mother's education, high school or higher, as opposed to the level of junior high and lower, the difference is significant. Third, the results of multiple regression analysis on the effects of the variables to the child's social competence indicates that affectionate child-rearing is the most significant contributing factor, followed by the mother's education, the close attachment factor, income, and the anxiety attachment factor, in that order All in all, the variables account for 18% of the child's social competence score.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.5-20
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• 2015

The purpose of this research is to introduce the fundamental data to develop a program to educate parents properly. To do so, the research investigates the relationship between the father's personal variables and the child's creative personality and emotional intelligence, and searches for what variable shave a significant influence on the balanced growth of a child among a father's personal variables. The participants of study were 200 children of 3~5 years old enrolled in kindergarten or child care centers located in mostly DaeGu city and GyeongBuk provinces. The research applied two tools by measuring the child's creative personality, and observing test paper for a child's emotional intelligence. The data was analyzed by the ANOVA test, Scheff$\acute{e}$ s post-hoc test, Pearson's product moment correlation test and multiple regression analysis. In subordinate variables of a child's creative personality, significance difference was discernable partly with the father's salary and education levels. However, there was no significance difference with the father's age. Especially, the positive influence of the father's education level is apparent on the entire child's creative personality variables, uniqueness and imaginative amusement. Influence Emotional self-awareness shows on entire creative personality variables, uniqueness, diverse interest and imaginative amusement. Emotional awareness in others influences on diverse interest, imaginative amusement. Others emotional control influences positively on entire creative personality. The results of this study suggest that the child's emotional intelligence are significant method to improve the child's creative personality in the education field.

• Korean Journal of Childcare and Education
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• v.13 no.6
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• pp.1-20
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• 2017

Objective: This study examined the relationships among teachers' empathy ability, children's peer competence and teacher-child relationships. Methods: 180 teachers and 360 children from 3 to 5 years old were included in the study. The research variables were measured by teachers' self-report through questionnaires. The collected data were analyzed by t-test, one-way ANOVA, and three-step mediated regression analysis. Results: First, teachers' empathy ability and teacher-child relationship showed significant differences according to teacher variables (age, marital status, parental status). And children's peer competence was significantly different according to gender. Second, intimacy which was a subfactor of teacher-child relationships showed a perfect mediating role in the association between teachers' empathy ability and peer competence. Conclusion/Implications: These results suggest the importance of teacher-child's intimate relationships since it affects the child's peer competence significantly. In this study, it was found that, in order to help foster the teacher's empathic ability and teacher-child relationships which have positive effects on the child's desirable peer formation, continuous teacher education and diverse studies are needed.