• Human Ecology Research
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• 제51권4호
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• pp.403-412
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• 2013

The purpose of this study was to explore the general tendencies of maternal parenting stress, coping style, marital satisfaction and preschool children's withdrawal behavior as well as to investigate the effects of maternal parenting stress, coping style, and marital satisfaction on preschool children's withdrawal behavior. The participants involved 86 mothers of preschoolers and their teachers from one day care center and two kindergartens in Seoul and Gyeong-gi province. Maternal parenting stress, coping style and marital satisfaction were assessed by the mothers' self-reports, whereas the preschool children's withdrawal behavior was assessed by the teacher's report. The data were analyzed by using descriptive statistics, correlation analysis, t-test and multiple regressions. The collected data was analyzed by SPSS ver. 15.0. The major findings were summarized as follows: There were no differences between maternal parenting stress, coping style and marital satisfaction between mothers of boys and girls. Further, there were differences in preschool children's withdrawal behavior between boys and girls; girls showed more withdrawal behaviors than boys. Typical stress due to parenting, outsider's help coping style and marital satisfaction explained the withdrawal behavior of preschool children. As the level of typical stress increase in mothers, preschool children showed increased withdrawal behavior. Moreover, as mothers used fewer outsider's help coping style and had lower marital satisfaction, their preschool children's showed increased withdrawal behavior. In conclusion, maternal parenting stress, coping style and marital satisfaction significantly influence on preschool children's withdrawal behavior.

• 아동학회지
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• 제31권4호
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• pp.125-137
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• 2010

This study examined the pathways from maternal parenting behavior to children's school adjustment through children's emotional intelligence. The participants in this study were 436 elementary school 4th-6th graders (of which 233 were boys, and 203 were girls) in Seoul. They completed questionnaires on maternal parenting behavior, children's emotional intelligence, and levels of school adjustment. Data were analyzed by means of Pearson's correlation coefficients and structural equation modeling. It was found that maternal parenting behavior indirectly, but not directly, influenced children's levels of school adjustment through children's emotional intelligence. Children's emotional intelligence mediated the effects of maternal warmth/acceptance and rejection/restriction on levels of children's school adjustment. These results clearly indicate that emotional intelligence plays a crucial role in improving the levels of children's school adjustment.

• 아동학회지
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• 제23권4호
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• pp.53-70
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• 2002

Maternal interactions during mother-child problem solving tasks were analyzed by marital satisfaction, parenting stress, and child attachment security. Forty 36-to 52-month-old children and their mothers were observed at home. Mothers' ratings of marital satisfaction and parenting stress were collected by questionnaires, and Attachment Q-set assessed child attachment security. Marital satisfaction and child attachment security were negative1y related to parenting stress. Marital satisfaction, parenting stress, and attachment security were related to maternal behaviors. The relations between child's attachment security and maternal behaviors were mediated by parenting stress. Stronger child attachment security was related to lower parenting stress, which in turn contributed to competent maternal behaviors during problem solving.

• 가정과삶의질연구
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• 제32권6호
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• pp.47-58
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• 2014

The purpose of this study was to examine the effects of mothers' parenting behavior, preschool children's language ability and emotion regulation on peer competence and aggressive behavior. The subjects were 100 preschool children (49 girls and 51 boys; mean age, 70.30 months), their mothers and teachers, recruited from five daycare centers located in Gyeonggi-do area. Each child's language ability was assessed individually with the standardized measure, the Preschool Receptive-Expressive Language Scale and their teachers reported on the children's peer competence and aggressive behavior. Their mothers also reported on parenting behavior and their child's emotion regulation by questionnaire. The collected data was analyzed by correlation analysis and hierarchical regression. The main results of this study were as follows. First, preschool children's peer competence was positively related to maternal warmth and children's language ability. Their aggressive behavior was positively related to harsh maternal parenting but negatively related to emotion regulation. Second, hierarchical regression analyses revealed that children's language ability and maternal warmth predicted peer competence. Third, children's gender, emotion regulation, and harsh maternal parenting predicted aggressive behavior. These findings could provide basic information for programs and services to promote peer competence in preschool children.

• 아동학회지
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• 제22권2호
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• pp.181-194
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• 2001

This study examined relationships among maternal self-perception, parenting behavior, kindergartener's temperament, and social competence. The subjects were 112 kindergartners and their mothers. Instruments were the modified Self-Perception Profile for Adults, the Iowa Parent Behavior Inventory, the Parent and Teacher Temperament Questionnaire for children 3-7 years of age, and the Iowa Social Competency Scales. The data were analyzed by Pearson's correlation, connonical correlation and regression. Results showed significant correlations among maternal self-perception, parenting behaviors, kindergartener's temperament and social competence. Findings from analyses by cannonical correlation and regression revealed that maternal self-perception, parenting behaviors, and children's temperament are important variables for predicting social competence in children.

• 아동학회지
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• 제32권6호
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• pp.15-32
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• 2011

The purpose of the present study was to examine mechanisms by which the characteristics of child temperament influences academic achievement in late childhood. It was hypothesized that the effects of child temperament on achievement would be mediated by assertive behavior on the part of children and maternal parenting behavior. Data for this study came from self-report questionnaires completed by 657 elementary school children (343 boys, 314 girls). The results of structural equation modeling demonstrated that child temperament affected academic achievement through both assertive behavior and maternal parenting behavior; this was evidenced across the entire sample. Child temperament (approach-withdrawal, mood quality, persistence) also had a number of positive effects on assertive behavior (directiveness, social assertiveness, defense of rights and interests) and maternal parental behavior (warmth-acceptance, guidance). These results were found to be the case for both boys and girls. The results of this study further revealed that maternal parenting behavior mediated the relationship between child temperament and achievement for boys, whereas assertive behavior played the same role for girls. These findings suggest the need for different approaches in developing programs to improve levels of academic achievement which give due consideration to child temperament and social behavior as well as parenting, based on child gender.

• International Journal of Human Ecology
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• 제13권2호
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• pp.27-37
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• 2012

This study determines the factors that contribute to the sense of self-identity for children from multicultural and rural families and provides a systematic understanding of individual self-identity. It also provides implications on how parents, teachers, and professionals can approach their role when instructing and rearing children of different sociocultural backgrounds. The subjects consist of the 310 children from multicultural families (Korean fathers and immigrant mothers) residing in South Korea and 280 children from rural families with similar conditions to those in multicultural families in North Jeolla Province South Korea. The sense of self-identity and maternal parenting behavior were perceived differently by children of multicultural and rural families, whose sense of self-identity was affected by school satisfaction and maternal parenting behavior.

• 아동학회지
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• 제36권5호
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• pp.173-188
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• 2015

The main purpose of this study was to investigate the effects of a mother's big five personality factors and playfulness on maternal parenting behavior. The participants consisted of 270 mothers with young children, aged 3-6 years old. The subjects completed questionnaires on IPIP(International Personality Item Pool), PAS(Playfulness Scale for Adults) and Parenting Behavior. The results were as follows. First, regarding the relationships of the mother'personality and parenting behavior, higher levels of neuroticism(N) in the mothers resulted in lower levels of warmth acceptance(W A) in parenting behavior. Higher levels of extroversion(E), openness(O), agreeableness(A), and conscientiousness(C) resulted in higher levels of W A. In terms of the relationships of the mother's playfulness and parenting behavior, higher levels of playfulness resulted in higher levels of W A. and lower levels of permissiveness nonintervention(P N) and rejection restriction(R R). Second, N, E, C, and a maternal sense of humor had an effect in W A. C was found to have an effect in P N and N was observed to have an effect in R R.

• Human Ecology Research
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• 제57권3호
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• pp.369-381
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• 2019

This research investigated the moderating effects of children's negative emotionality, activity and sociability on the relation between maternal parenting stress and children's behavior problems. Participants consisted of 1,667 preschool children from the fifth wave of the Panel Study on Korean Children. EAS was used to measure the children's temperament. Mothers reported parenting stress and children's behavior problems. The results revealed that the magnitude of association between relation between maternal parenting stress and children's behavior problems was greater for high levels of negative emotionality and activity as well as low levels of sociability. The results support a diathesis-stress model in which high negative emotionality, activity and low sociability confer vulnerability for preschool children in a high stress family.

• Child Health Nursing Research
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• 제27권4호
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• pp.309-316
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• 2021

Purpose: This study aimed to comprehensively explore the associations of socioeconomic status, parenting style, and grit with children's health behaviors. Methods: This was a cross-sectional study of 1,040 parents and their children using data from the 2018 Korean Children's Panel Survey. Socioeconomic status was measured in terms of household income and subjective socioeconomic status. Parenting style and grit and were measured using 62 and 8 items, respectively. Health behaviors were measured by assessing healthy eating habits, physical activity, and sedentary behavior. Results: Higher household income (β=.07, p=.018) and high maternal levels of an authoritative parenting style (β=.20, p<.001) were associated with higher compliance with healthy eating habits among children. Higher grit was associated with a higher number of weekly physical activity days (β=.08, p=.028) and sedentary behavior for <2 hours (odds ratio [OR]=1.04, 95% confidence interval [CI]=1.01-1.07) in children. A maternal permissive parenting style was associated with sedentary behavior for >2 hours on weekdays (OR=0.43, 95% CI=0.27-0.69). Conclusion: We suggest that when planning interventions to improve children's health behavior, it is essential to adopt a multifaceted approach that avoids practicing a maternal permissive parenting style, promotes an authoritative parenting style, and incorporates strategies to increase children's grit.