• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.35-46
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• 2005

This study investigates the differences in parent-related stress, social support, and school adjustment according to self-esteem of children with disabled and non-disabled parents. The data were collected from 176 students between 4th and 6th grade in Chungbuk area. For a data analysis, mean, frequency, percent, three-way ANOVA, and Pearson's correlation were used. The results show that children's perceived parent-related stress, social support, and school adjustment are varied according to their self-esteem. Those with higher self-esteem were found to have tusker perception level in social support and school adjustment. On the contrary, they were found to have lower level in parent-related stress. The findings indicate further that girls have a closer relationship with their teachers than boys and that children with disabled parents have a closer relationship with their teachers than those with non-disabled parents. However, as opposed to prediction, parental disability itself caused no difference in the level of parent-related stress.

• Journal of Families and Better Life
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• v.29 no.4
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• pp.89-107
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• 2011

The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.

• Journal of Families and Better Life
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• v.35 no.2
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• pp.93-112
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• 2017

The adolescent birth rate has doubled in the recent decade. As a result, the Korean government has implemented support for adolescent single-parent families by expanding the scope of coverage of the Single-parent Family Support Act in 2010. In order to understand whether experiences of facility entry programs and the Single-parent Family Support Act for adolescent single-parents were helpful or not, this study verified the relationship to mental health. This study utilized a part of the National Youth Policy Institute's 'Research on the Actual Condition of the Adolescent Pregnancy, Birth and Rearing Children.' Participants of the study were 218 adolescent single-parents at the age of 24 and younger. This study used the research methods of descriptive statistical analysis, ${\chi}^2$test, t-test, and one-way analysis of variance. The findings and discussion of this study are as below: Firstly, the depression level of adolescent single-parents who had been raised by grandparents was higher than other family types to a meaningful standard and adolescent single-parent's cognition of the original family's economic level was related to self-esteem and parenting efficacy. Secondly, the practical single-parent family support policy for adolescent single-parent's pregnancy, birth and rearing children has shown a higher reception rate, and medical service of facility entry programs has a higher satisfaction level. However, some of the facility entry programs and the Single-parent Family Support Act have a low reception rate and it should be considered whether to maintain them or not.Lastly, parts of facility entry programs and the Single-parent Family Support Act for adolescent single-parents have increased self-esteem and parenting efficacy and reduced parenting stress and depression's levels.

• Human Ecology Research
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• v.59 no.3
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• pp.369-386
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• 2021

The purpose of this study was to examine which aspects of coresident intergenerational relationships were associated with the life satisfaction of unmarried children in established adulthood and of their parents. In this study, the coresident relationship characteristics included support exchange, emotion, interference-conflict, and perceptions of coresidence. Data were collected from (a) 250 never-married adults who were 35+ years old and lived in Seoul with at least one parent aged 75 years or younger and (b) 250 older adults who were 75 years old or younger and had at least one unmarried child aged 35+ years living in the same household. Our multiple regression analysis of unmarried children showed that the adult child's financial support, the adult child's psychological reliance on parents, the parent's psychological reliance on the child, and relationship quality were significantly related to higher levels of life satisfaction. In contrast, the parent's daily interference, daily conflicts, and anticipation of future care of parents were related to lower levels of life satisfaction. Second, the characteristics that were positively associated with the parent's life satisfaction were the parent's instrumental support, relationship quality, the coresident child's daily interference, positive perceptions of intergenerational coresidence, and expectation of future care of parents. In contrast, the parent's financial support, daily conflicts with the child, and taking intergenerational coresidence for granted were negatively related to the parent's life satisfaction. This study advances our understanding of coresidence between unmarried children in established adulthood and their older parents by focusing on the multiple aspects of intergenerational coresidence.

• Journal of Korean Academy of Nursing
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• v.40 no.3
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• pp.367-377
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• 2010

Purpose: This study was done to compare factors influencing children's self-esteem between two parent families and single parent families. Methods: The participants were 692 children aged 11 to 13 yr (388 in two parent families and 304 in single parent families) recruited from 20 community agencies and 5 elementary schools in Gyeonggi Province and Seoul City, South Korea. Data were collected from May to July, 2007 using a survey questionnaire containing items on self-esteem, internal control, problematic behavior, school record, family hardiness, parent-child communication and social support. The data were analyzed using SPSS 15.0 program and factors affecting children's self-esteem were analyzed by stepwise multiple regression. Results: Scores for the study variables were significantly different between the two groups. The factors influencing children's self-esteem were also different according to family type. For two parent families, internal control, problematic behavior, school record, and parent-child communication significantly predicted the level of self-esteem (adjusted $R^2$=.505, p<.001). For single parent families, social support, family hardiness, internal control, problematic behavior, school record, and parent-child communication significantly predicted the level of self-esteem (adjusted $R^2$=.444, p<.001). Conclusion: Nurse working with children should consider family type-specific factors influencing their self-esteem.

• Korean Journal of Human Ecology
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• v.19 no.5
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• pp.761-774
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• 2010

This study examined the relationship between parental efficacy, marriage satisfaction, social support, neighborhood context, and parental involvement in preschool children's education in low income families. Total 460 low income parents' data about parental efficacy, marriage satisfaction, social support, neighborhood context, and parental involvement are collected from the data of index studies for Korean child and adolescent's development in 2009. Parental efficacy, marriage satisfaction, perceived social support and perceived neighborhood context correlated positively with parental involvement. Regression analysis detected different patterns of association between these variables and the three dimensions of parent involvement. Perceived neighborhood context was associated with child care involvement, while parental efficacy was the most influential factor related to child leisure involvement. Marriage satisfaction was the strongest factor influencing involvement in children's educational activity. These results support the validity of a multi-dimensional, ecological conceptualization of parent involvement in low income families.

• Journal of the Korean Society of School Health
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• v.26 no.3
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• Journal of Gifted/Talented Education
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• v.13 no.2
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• pp.73-94
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• 2003

In this study, it was compared how different the adjustment, self-perception, social support and stress between science-gifted children and general children, and the difference between gifted boys and girls. And it was identified what are the effects on stress of science-gifted children. The subjects were 89 science-gifted children of the first grade in Middle School at JeonJu. Science-gifted students in this study were identified through the teacher nomination and CNU(ChonbukNational University) Science & Math Tests. We used the standard object as the comparative group (general children). The results of this study were as follow; First, all personal-adjustment and social-adjustment domains, self-perception and teacher support of science-gifted children were significantly higher than those of general children. All disadjustment domains, parent support and friend support of science-gifted children were significantly lower than those of general children. Second, the self-planning, prejudice, social competence, behavioral conduct, global self worth, parent support, teacher support and classmate support of the science-gifted children had the significant difference according to the gender. Third, the motive of accomplishment, self-planning, attachment and social-affirmation of the science-gifted children correlated negatively with their stress. Fourth, the social competence, athletic competence, physical appearance, behavioral conduct, global self worth and social support of the science-gifted children correlated negatively with their stress. The global self worth of the science-gifted children had the significant difference according to the variables such as teacher support, close friend support, parent support and classmate support in the other of name. The most influential factor was teacher support. The stress of the science-gifted children had the significant difference according to the variables such as parent support, close friend support and global self worth in the other of name. The most influential factor was parent support.

• Journal of the Korean Home Economics Association
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• v.42 no.11
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• pp.109-122
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• 2004

This study examined the characteristics of children, parents, family, and the extra context related to the parenting stress of employed and unemployed mothers from a broader perspective. The subjects were 323 employed mothers 3nd 300 unemployed mothers of pre-school age children. Parenting stress due to the role of being a parent for both employed and unemployed mothers was correlated with the chid's activity level, husband support, quality of life, available social support, and satisfaction of early childhood program's location. Parenting stress due to child-rearing of both employed and unemployed mothers was correlated with child's birth order, activity level and rhythmicity of child, husband support, quality of life, available social support, and satisfaction of early childhood program. Number of children was the strongest predictor of parenting stress due to the role of being a parent for employed mothers and the child's activity level for unemployed mothers. Besides, the child's activity level was the strongest predictor of parenting stress due to child-rearing for both employed and unemployed mothers.

• Korean Journal of Comparative Education
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• v.28 no.5
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• pp.71-90
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• 2018

The purpose of the study was to analyze the various outcomes of parent competency enhancement project for children's education by Daegu Metropolitan Office of Education in Daegu, Korea. For this, the study explored the developmental process of parent educational competency enhancement policy and the main contents of parent competency enhancement project for children's education. Based on this, the study analyzed the outcomes of parent competency enhancement project for children's education. The main results are as the followings. First, a system for enhancing parents' competency for children's education by administering parent competency enhancement project for children's education was established. Second, personnel for parent education by administering parent competency enhancement project for children's education was cultivated. Third, basic courses and in-depth courses using the needs of parent who is educational consumer by administering parent competency enhancement project for children's education were developed. Finally, the result of evaluation by student, parent, and teacher and educational expert indicated that they showed high satisfaction about parent competency enhancement project for children's education. However, it showed that it is necessary to make up the operational time and method and the profession of instructor and program and to support parent considering various types of school. The implications for the main results were discussed.