• Korean Journal of Childcare and Education
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• v.9 no.2
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• pp.191-213
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• 2013

The purpose of this study was to examine the relationship pattern among paternal parenting behaviors, father involvement, parenting stress, and parenting self- efficacy. The subjects were 299 fathers of 3 to 4 year-old children at 2 child care centers and 11 kindergartens in Seoul and the Gyunggi-do area. Fathers responded to a modified version of Parenting Daily Hassles(Crinc & Greeberg, 1990), a re vised version of Parenting Sense of Competence(Gibaud-Wallston & Wandersman, 1978), and questionnaires including questions about parenting behaviors(Park, 2000) and father involvement developed by authors. Stepwise regression analyses showed that fathers' cognitive efficacy of parenting and the frequency of play involvement on weekdays significantly explained paternal 'warmth encouragement'. Also, cognitive efficacy and the frequency and time amount of play involvement on weekdays significantly explained paternal 'setting up the limitations'. Meanwhile, fathers' emotional efficacy and the amount of play time involvement on weekdays significantly explained paternal 'over-protection permission'. Finally, the cognitive and emotional efficacy of rearing and parenting stress significantly explained paternal 'rejection non-intervention'.

• Child Studies in Asia-Pacific Contexts
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• v.4 no.2
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• pp.95-108
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• 2014

The purpose of this study was to examine group differences in paternal behaviors (i.e., paternal connection, paternal punitiveness, and paternal knowledge) within and across three academic achievement levels-low, moderate, and high, and to explore the effects of paternal behaviors on the academic motivation of Chinese adolescents within these three achievement groups. Analyses of variance (ANOVAs) indicated that adolescents with low achievement perceived their fathers as more punitive than teens with moderate and high academic achievement. Regression analyses also revealed that paternal punitiveness (negative) and paternal knowledge (positive) were significant predictors of academic motivation for teens with low levels of academic achievement; while paternal punitiveness was a significant negative predictor of academic motivation among adolescents with moderate achievement. In contrast, for adolescents with high achievement, paternal connection was a positive significant predictor of academic motivation. The present findings provide some evidence that the impact of parental behaviors on teen's motivation varies across adolescent academic achievement levels, which may prove useful for professionals working with fathers to help target the most effective parenting behaviors to foster academic motivation.

• Korean Journal of Human Ecology
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• v.24 no.4
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• pp.463-476
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• 2015

The purpose of this study was to examine the effects of paternal parenting sense of competence, paternal satisfaction, conflict-coping behaviors, and preschooler's emotional regulation on preschooler's social skills. Participants were 85 5- to 6-year-old preschoolers(41 boys, 44 girls) and their fathers. The Social Skill Rating Scale(Suh, 2004), the Parenting Sense of Competence(Shin & Chung, 1998), the Parental Satisfaction Scale(Seo & Lee, 2002), Conflict-coping behaviors(Cho & Kim, 2000) and the Emotional regulation(Kim & Kim, 1999) were used. Collected data were analyzed by descriptive statistics, t-test, correlation analysis and multiple regression analysis. The major findings were summarized as follows: (1) there were no differences between the boys' and girls' social skills. (2) parental satisfaction and emotional regulation explained social skills - cooperation. (3) conflict-coping behaviors(rationality and request for others) and emotional regulation explained social skills - self-control. (4) emotional regulation explained social skills - assertion. In conclusion, parental satisfaction, conflict-coping behaviors, and preschooler's emotional regulation influence differently according to the subscale of preschooler's social skills.

• Korean Journal of Human Ecology
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• v.17 no.6
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• pp.1115-1124
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• 2008

Although parent-child relationships are fundamental aspects of human development across all societies, this relationship is also shaped in significant ways by culture. Therefore, the present study sought to determine whether adolescent autonomy was predicted in a similar or differential manner by several parent-adolescent variables consisting of parenting behavior, parental authority, and parents' educational attainment in samples of Chinese and American adolescents. The sample for this study included 418 Chinese adolescents and 226 American adolescents. Utilizing structural equation modeling, the results revealed that the effect of paternal authority on adolescent autonomy development is indirect, with the indirect effect being mediated by the authoritative parenting behaviors for both cultural groups. Therefore, the analyses for Chinese and European American youth generated similar association patterns, such that parenting behaviors served as a mediator in the relationship between paternal authority and adolescents' autonomy development. The significance of this present study is to contribute to existing knowledge in the field of adolescent development and to the literature on how parental behaviors and authority in collectivistic societies and individualist societies influence adolescent development.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.57-68
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• 2016

Objective: The purpose of this study was to explore whether there are gender differences in the influences of paternal parenting behavior on the relational aggression of adolescents and to examine the mediating effects of internal attribution and normative beliefs about aggressive behaviors. Methods: This study assessed 492 fifth to sixth graders from an elementary school (237 males and 255 females). Results: The results of this study were as follows: First, the effect of paternal affectionate parenting behavior on girls' reactive aggression was partially mediated by internal attribution. Second, the effect of paternal coercive parenting behavior on boys' proactive aggression was completely mediated by normative beliefs about aggressive behavior. Third, girls' proactive aggression was partially mediated by normative beliefs about aggressive behavior. Conclusion: These results suggest the need to further examine relational aggression and to help children gain positive relationships with peers.

• The Korean Journal of Community Living Science
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• v.26 no.4
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• pp.617-632
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• 2015

This study examines the effects of paternal parenting behaviors, child-rearing involvement, and father-child communication perceived by children on their leadership. A total of 197 children selected from three elementary schools and their fathers participated in this study. Data were collected using a parenting behavior index, a child-rearing involvement inventory, a father-child communication inventory, and a children's leadership index and statistically analyzed using the t-test, a one-way ANOVA ($Scheff{\acute{e}}$ test), and a multiple regression analysis. The results show significant differences in children's leadership according to the father's education level, family income, the father's warmth/acceptance, the father's family activity involvement, and open/problematic communication between the father and the child. The child's age, the father's education level, family income, the father's warmth/acceptance, open communication, and problematic communication were significant predictors of the child's leadership. These results suggest that a child's leadership may be strengthened if the father is warmer and more accepting and has open communication with the child.

• Journal of Families and Better Life
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• v.32 no.1
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• pp.13-26
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• 2014

The purpose of this study was to explore the effects of parenting behaviors on preschoolers' executive function, focusing on methods of measuring executive function. The subjects of this study were 166 preschoolers who were 3 to 5 years of age, and their parents. Data were collected by various performance-based tests and their parents' reports and analyzed by descriptive statistics and hierarchical linear regression analysis using the SPSS 19.0 program. The major results were as follows: First, maternal autonomous and paternal affective parenting behaviors significantly affected preschoolers' performance-based executive function. Second, maternal affective parenting behaviors significantly affected preschoolers' parent-report executive function. The results suggest the importance of positive parenting practices in the development of preschoolers' executive function.

• Journal of Families and Better Life
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• v.32 no.2
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• pp.77-97
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• 2014

The purpose of this study was to examine 1) the relations among parent-reported, teacher-reported, and task-observed effortful control, and 2) the differences of preschoolers' effortful control based on preschoolers' gender and parenting behaviors (affectionate, controlled). In this study, the subjects were 221 preschoolers (104 boys, 117 girls) and their parents. The preschoolers' effortful controls was measured by Effortful Control Battery (Snack Delay, Turtle and Rabbit, and Red-Green Sign) and the Children's Behavior Questionnaire-Short Form. Parenting behavior was measured by the Parenting Style scale. The major results of this study were as follows. First, there were positive correlations between parent-reported effortful control and both teacher-reported and task-observed effortful control. Second, there were significant differences in preschoolers' effortful control by gender and level of affectionate parenting behavior. And there was an interaction effect between gender and level of affectionate parenting behavior on preschoolers' effortful control. The implications of this study were as follows. It is needed to evaluate effortful control in various circumstances and by multiple raters, and affectionate parenting behavior had an important role upon boys' effortful control rather than that of girls.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.149-161
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• 1997

The relation of parental sociability and parenting behaviors (such as warmth and control) to shyness in children was examined. The subjects were 280 fifth-and sixth-grade children (139 boys and 141 girls). The data were analyzed by multiple regressions. Results showed that (1) maternal sociability was related to shyness in children: the more sociable the mothers, the less shy their children, and (2) paternal and maternal warmth were related to shyness in children: the warmer the fathers and mothers, the less shy their children.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.209-227
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• 2010

This study examined the relationship among parenting behaviors, children's perfectionism and achievement motivation, using a sample of 338 fifth and sixth graders. The participants completed questionnaires on parenting behaviors and their perfectionism and achievement motivation. Data were analyzed by factor analyses and multiple regression analysis. Both boys and girls had higher achievement motivation when they perceived higher parental levels of acceptance, and girls showed higher achievement motivation when they perceived higher maternal control/over-expectation. Boys who exhibited self-oriented and socially prescribed perfectionism and girls who exhibited self-oriented perfectionism showed higher achievement motivation. Boys had higher self-oriented and socially prescribed perfectionism when perceiving higher parental acceptance and control/over-expectation. Girls showed higher self-oriented perfectionism when perceiving higher parental acceptance and control/over-expectation, and they showed higher socially prescribed perfectionism when perceiving higher paternal control/over-expectation and maternal acceptance and control/over-expectation. It was revealed that both boys' and girls' perfectionism tended to play mediating roles between parenting behaviors and achievement motivation.