• Journal of Families and Better Life
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• v.31 no.2
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• pp.25-39
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• 2013

The main purpose of this study was to examine the relationship among co-parenting, maternal parenting stress, and preschoolers' anxiety and hyperactivity with a sample of 155 mothers with 3 to 4 year old children (83 boys and 72 girls) living in Seoul. They completed a questionnaire on co-parenting, maternal parenting stress, and preschoolers' anxiety and hyperactivity. The results were analyzed by means of correlations and regressions. Co-parenting was positively correlated with preschoolers' anxiety and hyperactivity but affectionate, integrated co-parenting was negatively correlated with preschoolers' anxiety and hyperactivity. Maternal stress of parental suffering, dysfunctional interaction, and difficult temperament were positively related to preschoolers' anxiety and hyperactivity. Conflicting co-parenting was positively correlated with maternal stress of parental suffering, but affectionate and integrated co-parenting was negatively correlated with maternal stress of parental suffering and difficult temperament. Furthermore, maternal parenting stress mediated the relationship between co-parenting and preschoolers' anxiety and hyperactivity. Especially, maternal stress of parental suffering tended to play a perfectly mediating role between conflicting and integrated co-parenting and preschoolers' anxiety, between conflicting co-parenting and preschoolers' hyperactivity. Maternal stress of difficult temperament tended to play a perfectly mediating role between integrated co-parenting and preschoolers' anxiety and between conflicting co-parenting and preschoolers' hyperactivity. These results clearly indicate that maternal parenting stress plays a crucial role in the levels of preschoolers' anxiety and hyperactivity.

• Korean Journal of Human Ecology
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• v.15 no.1
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• pp.17-29
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• 2006

This study investigated the behavior problems of children, both institutionalized and home-reared, depending on their sex, age, and entry to institution. The subjects included 621 children (274 institutionalized, 347 home-reared; 298 boys and 323 girls; 209 preschoolers, 223 first to third graders, 189 fourth to sixth). The data collected were analyzed with t-test, 3-way ANOVA, Scheffe test, and Pearson's correlation. Children's emotionality had two sides: Positive (happiness) and negative (sadness, anger, and fear). Measures of behavior problems included internalization (anxiety, immaturity, withdrawal, physical symptom) and externalization (hyperactivity, aggression). The results of this study indicated that the institutionalized were higher in negative emotionality than their counterparts, whereas the home-reared higher in positive emotionality. The institutionalized children also had higher externalizing problems than the home-reared. Furthermore, children's negative emotionality was positively related to their internalizing and externalizing behavior problems, while their positive emotionality was negatively related to the internalizing behavior problems.