• Korean Journal of Human Ecology
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• v.14 no.4
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• pp.547-559
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• 2005

The purpose of this study was to explore the effects of mothers' self-efficacy, parenting behaviors, and children's achievement motivation on children's self-efficacy. Subjects were 591 fifth- and sixth-graders and their mothers in Busan. Statistics and methods used for data analysis were Cronbach's alpha, Pearson's correlation, Multiple Regression, and Path Analysis. Several major findings of this study were as follows: 1) Any difference was not found by sex in children's general and total self-efficacy. Girls' social efficacy, however, was higher than boys'. 2) Achievement motivation had a direct positive effect and was the first positive contribution factor to the self-efficacy of both sexes. 3) On boys' self-efficacy, mothers' own had an indirect positive effect through achievement motivation, and their parental role efficacy had a positive effect, direct or indirect, through their affective parenting behaviors and the boys' achievement motivation; also mothers' affective parenting behaviors had an indirect positive effect through achievement motivation, and their controlling parenting had a direct negative effect. 4) On girls' self-efficacy, mothers' own had a direct positive effect, and their parental role efficacy had an indirect positive effect through their affective and controlling parenting behaviors and the girls' achievement motivation; also mothers' affective parenting behaviors had a positive effect, direct or indirect, through achievement motivation, and the controlling parenting had a negative effect, direct or indirect.

• Journal of Families and Better Life
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• v.28 no.1
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• pp.37-49
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• 2010

This study investigated the effects of three factors - children's age, sex and parental feeding styles - on children's self-help skills. The subjects were 213 children and their parents who lived in Kwanak-ku, Seoul. The three-way analysis of variance was employed. The main results were as follows: 1. Children's autonomy was varied significantly according to their sex. Girls do better by themselves than boys do in toileting, washing and drying hands, putting on and buttoning up a coat, putting on clothes, washing and drying their faces. Children's autonomy also varied significantly according to age. A majority of the autonomy subsets increased as the children's ages increased. However, drying their hands with a towel, removing their coats, and drinking water did not vary by age. 2. Children's autonomy also varied significantly according to their parents' feeding style. A responsive feeding style encouraged children to drink water by themselves. 3. The group with the highest score in self-help skills in toileting was 6-year-old girls, and the group with the lowest score was 3-year-old boys. Additionally, the groups with the highest scores in toileting were 4-year-old girls whose parents demonstrated a neglective feeding style, 5-year-old girls whose parents demonstrated an authoritative feeding style, 5-year-old girls whose parents demonstrated a responsive feeding style, 3-year-old boys whose parents demonstrated a responsive feeding style and 6-year-old boys whose parents demonstrated a neglective feeding style. Conversely, the groups with the lowest scores in toileting were 3-year-old girls whose parents demonstrated an authoritarian feeding style, 5-year-old girls whose parents demonstrated a neglective feeding style, and 3-year-old and 6-year-old boys whose parents demonstrated an authoritarian feeding style. 4. The group with the highest score in removing their coats was girls whose parnets demonstrated authoritative, responsive or neglective feeding styles. The group with the lowest score in removing their coats was boys whose parents demonstrated authoritative or neglective feeding styles.

• Human Ecology Research
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• v.54 no.6
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• pp.611-620
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• 2016

This study examined how parent-child attachment, parental involvement in child rearing and instruction for children's effective use of a smart device reflect on young children's smart device overuse behavior. We collected questionnaires from 196 parents with children attending early childhood education institutions for the survey. Frequency analysis as well as Person correlation coefficient and regression analysis were conducted using IBM SPSS 21.0 statistics. The results showed that 91% of targeted young children were using a smart device and 78% first used them before age 5. As for time of use hours, 43.9% used their smart device from 30 minutes to 1 hour on average. In addition, parent-child attachment and father's involvement in child rearing were found to be inversely correlated to young children's smart device overuse. The result of hierarchical regression analysis on parent factors influencing young children's smart device overuse behavior indicated that mothers' contact-seeking behavior to young children, mother's involvement in learning and instruction for children's effective use of a smart device at home had beneficial effects. This study analyzed parent factors that influenced young children's smart device overindulgence. In addition, the baseline data of this study will be utilized to develop programs for the prevention and therapy to solve the smart device overindulgence as well as to establish young children's guidelines for using a smart device.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.21-32
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• 2010

The purpose of this study was to investigate the effects of the family and peer relationships on adolescents' self-esteem. The subject of this study were 563 students of second grade of middle school who reside in Bucheon, Geonggi-Do and 532 self reported questionnaires were used for final analysis. The findings of this study suggested that there was no significant difference between male and female adolescents in self-esteem. Second, adolescents' self-esteem were associated with relationship with parents, parental supervision, interparental conflict, friendship quality and peer victimization. Male adolescents' self-esteem was affected by peer victimization, relationship with parents, friendship quality. Female adolescents' self-esteem was affected by relationship with parents, friendship quality and peer victimization.

• Journal of Convergence for Information Technology
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• v.8 no.4
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• pp.173-180
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• 2018

The purpose of this study was to analyze the effects of the daily life stress of the multicultural parents on the learning care style of the child and the mediating effect of the parent efficacy on the process. To this end, we surveyed 960 multicultural parents who responded to MAPS' multicultural youth panel 5th year data for parents. The main results are as follows. First, the daily life stress of multicultural parents did not affect the learning care style of their children. Second, parental efficacy was found to be mediating between daily life stress of multicultural parents and child's learning care style. In other words, the positive role of parental efficacy plays an important role in the child's learning care style by improving the stress-relieving ability of multicultural parents.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.469-479
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• 2022

This study aims to examine the mediating effects of positive parenting attitudes, self-esteem, and depression on the relationship between parental happiness and children's happiness. To this end, the Korean Children and Youth Panel Survey 2018 were used. Structural equation modeling was implemented based on 2,551 data collected from fourth-grade children of elementary school and their parents. The happiness felt by the parents was found to have a positive correlation with positive parenting attitudes, self-esteem, and happiness perceived by the children, and a negative correlation with the children's depression. And, the happiness felt by the parents was found to affect the happiness of children by sequentially progressing through positive parenting attitudes, children's self-esteem and depression. Such results reflect how parents who perceive themselves to be happy tend to be warm, provide structure, and support the autonomy of their children. This also shows how such positive parenting attitudes encourage children to believe that they are valuable individuals and how this plays a role in reducing their sense of depression and enhancing their happiness.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.101-120
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• 2012

This research was conducted in order to find out the effects of boys' self-control, their parents' behaviors and marital conflict on boys' aggression. Subtypes of aggression in the present research consist of dimensions of the functions and forms (proactive-overt, proactive-relational, reactive-overt, reactive-relational). The participants of this study were 237 boys in the fifth and sixth grades in elementary schools located in Seoul and Gyeonggi province. The questionnaires were derived and modified from Lee Hong (2009) for boys' aggression, from Ju So Young and Lee Yang Hee (2008) for boys' self-control, from Jun Joo Ram (2008) and Heo Seung Yeon (2009) for maternal behaviors and from Kang Na Jung (2008) for marital conflict. In order to grasp the general characteristics of the participants, frequency and descriptive statistics were used. Also, Pearson's correlation was applied to the relationships amomg boys' self-control, marital behaviors and marital conflict on boys' aggression. Lastly, the variables that can predict boys' aggression were analyzed through multiple regression analysis by SPSS 19.0. The major results of this study were as follows. This research showed that this model fit well for boys. To summarize the important results, what is interesting in the present study is the effect of the mother's role in rearing their sons. It was found that mothers' criticism, negative behaviors, and excessive interference can cause boys' high level of aggressiveness. Also, having parents who fight frequently was strongly associated with boys' relational aggression. An interesting finding is that the mother's support influenced boys' reactive-overt aggression. Lastly, boys' self-control was highly associated with boys' proactive-relational aggression. This research may contribute to understanding boys' aggression' subtypes. To that end, the current results suggest that the dimensions of the functions and forms may be a useful tool in an effort to inform developmental theory and intervention. Also, this research may provide guidance for the resolution of problems caused by boys' aggression. Lastly, it was found that self- control training and parental education programs might prove beneficial for helping aggressive boys to overcome their aggressive impulses.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.265-289
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• 2014

This study analyzed the change of after-school guardians' absence types during the first 3 school years, and the relations of after-school care, family environment(family income, parental monitoring) to self-regulatory learning ability and emotional-behavioral problems in each gender of early school-age children from dual income families. The data from 526 boys and 483 girls among 3rd graders of Korean Child and Youth Panel Survey(KCYPS) were statistically analyzed by Friedman's test, t-test, correlational coefficient analysis, regression analysis. The results showed that 45% of boys and 50% of girls were with a guardian for their after-school care in each of the first 3 school years and after-school care had changed gradually into the types of temporal or contingent absence of a guardian. Family income and children's self-regulatory learning ability were different from adult-care and self-care in each gender, but there were differences in the parental monitoring of girls and emotional-behavioral problems of boys according to the care types. Both of boys and girls showed that family environment meaningfully related with the ability and the problems, and also showed the relatively different effects of after-school care and family environment on those ability and problems variables. The results suggested some implications for after-school care.

• Journal of Sericultural and Entomological Science
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• v.32 no.1
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• pp.17-30
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• 1990

A 6${\times}$4 top-cross set was made from the ten silkworm parental lines selected by the first principal component scores. They were also analysed for the relationship between the combining ability and the first principal component score. The highest general combining ability effects were detected in the parental lines of Japanese, N39 and chinese, C46, for the most quantitative characters in the study. The first principal component score of factors related to silk productivity in the parents was significantly and positively correlated to the general combining ability of the twelve characters such as cocoon yield, cocoon weight, cocoon shell weight, cocoon shell percentage, duration of the 5th instar larvae, total larval period, length of a bave, weight of a have, non-breaking length of a bave, non-breaking weight of a have, raw silk percentage, and neatness. Similarity distance (D$^2$) was related to the specific combining ability of the characters such as cocoon yield, non-breaking length of a bave, non-breaking weight of a have, non-breaking ratio of a bave, raw silk percentage, neatness. From the results, it is possible to predict the general combining ability effects by the principal component scores for the 12 characters of the parents related to silk productivity.

• Korean Journal of Childcare and Education
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• v.15 no.3
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• pp.21-38
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• 2019

Objective: The goal of this study was to investigate the effects of early childhood teachers' current working conditions such as welfare and wages, working hours, ECEC center's environmental characteristics, and parental involvement and community engagement on the professionalism of teachers. Method: A total of 988 respondents participated in the nationwide online survey. The data were analyzed by correlation analysis and structual equation modeling. Results: First, there were no statistically significant direct effects of ECEC teachers' working conditions on teacher professionalism. Second, there were significant direct effects of teacher efficacy and well-being on teacher professionalism. Third, there were significant indirect effects of teachers' working conditions on their professionalism, via efficacy and well-being, linking the impact of working conditions and the professionalism of teachers. Conclusion/Implication: The results of this structural model imply that policy input for teacher welfare, wage increases, and the enhancement of teachers' well-being and efficacy are valid and significant for the professional development of ECEC teachers. These results provide the data-driven evidence for the importance of welfare and socio-cognitive approaches for teachers.