• 한국보육지원학회지
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• 제12권2호
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• pp.41-55
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• 2016

The purpose of this study was to examine the effects of parenting behavior and peer interaction on externalizing problem behaviors of preschoolers. The data of 953 49~55 month old preschoolers and their parents were extracted from the Korean Children Panel Survey of Child-Care Policy Research Institute(2012). This study was conducted with Structural Equation Modeling(SEM). The results of this study were as follows. First, parenting behavior had a direct influence on externalizing problem behaviors of preschoolers. Second, parenting behavior had a direct influence on preschoolers' peer interaction. Third, preschoolers' peer interaction had a direct influence on externalizing problem behaviors of preschoolers. Fourth, preschoolers' peer interaction had mediating effects on the relationship between parenting behavior and externalizing problem behaviors of preschoolers.

• 아동학회지
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• 제35권4호
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• pp.179-198
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• 2014

The main purpose of this study was to examine direct and indirect effects of mothers' depression on preschoolers' externalizing problem behaviors. A total of 155 mothers with preschoolers aged 3 and 4 years (83 boys and 72 girls) living in Seoul participated in this study. Mothers completed questionnaires on mothers' depression, parenting behavior, and preschoolers' externalizing problem behaviors. Direct and indirect pathways from mothers' depression to preschoolers' externalizing problem behaviors were analyzed using Structural Equation Modeling (SEM). First, it was revealed that mothers' depression did not directly affect preschoolers' externalizing problem behaviors. Second, mothers' depression indirectly influenced preschoolers' externalizing problem behaviors through mothers' parenting behavior. Mothers who reported higher levels of depression showed less warmth/acceptance and more rejection/restriction towards their children, which led to higher levels of preschoolers' externalizing problem behaviors. These findings emphasize the importance of positive parenting by mothers in reducing preschoolers' problem behaviors.

• 아동학회지
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• 제38권2호
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• pp.51-66
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• 2017

Objective: This study aimed to examine the dual mediating effects of preschoolers' emotional temperament and emotion regulation in the relationship between maternal emotional expression and preschoolers' behavior problems. Methods: The participants included 167 preschoolers and their mothers from Daegu city and Gyeonsang province. The mothers completed questionnaires regarding their own emotional expression, children's temperament, emotion regulation, and behavior problems. Results: The primary results of this study were as follows. First, there were significant correlations among maternal emotional expression, preschoolers' emotional temperament, emotion regulation, and problem behaviors. Second, maternal emotional expression had an indirect effect on preschoolers' behavior problems through preschoolers' emotional temperament and emotion regulation. Conclusion: This study revealed that maternal negative emotional expression and preschoolers' temperament and emotion regulation need to be considered simultaneously to explain the level of preschoolers' behavior problems. More specifically, the results highlight the dual mediating effects of preschoolers' temperament and emotion regulation in the relationship between maternal negative emotional expression and preschoolers' behavior problems.

• 한국보육지원학회지
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• 제11권2호
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• pp.283-310
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• 2015

본 연구의 목적은 보육경험과 어머니의 양육행동이 유아의 문제행동에 미치는 주효과와 상호작용 효과를 살펴보는 것이다. 만 3-5세 유아 248명(남아: 112명, 여아: 136명)과 그들의 어머니가 본 연구에 참여하였으며, 어머니들은 보육경험(보육 시작 시기, 1일 평균 보육시간, 주당 평균 보육일, 보육기관 변경횟수), 양육행동, 유아의 문제행동에 관한 문항들이 포함된 질문지에 응답하였다. 본 연구의 주요결과는 다음과 같다. 첫째, 보육경험 중 보육기관 변경횟수가 잦을수록 유아는 공격성을 더 보였다. 둘째, 어머니의 양육행동 중 논리적 설명, 강압, 방임이 유아의 문제행동에 영향을 미쳤다. 마지막으로 보육경험과 어머니의 양육행동은 상호작용하여 유아의 문제행동에 영향을 미쳤다. 이러한 결과는 보육경험이 모든 유아에게 동일한 영향을 미치는 것이 아니며, 어머니의 양육행동에 따라 보육경험의 영향에 차이가 있을 수 있음을 제안한다.

• 가정과삶의질연구
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• 제31권1호
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• pp.61-72
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• 2013

This study evaluated Kinetic Family Drawing according to preschoolers' external problem behavior. To achieve this, 120 preschoolers who were four or five years old were investigated and data were statistically analyzed using mean, and chi square analysis with the SPSS Win 13.0 program. The preschoolers' family drawings were analyzed by using the method in Kinetic Family Drawing(Burns & Kaufman, 1972). First, regarding characteristics, the preschoolers in the aggression group rotated certain person or drew the figure from behind, the preschoolers in the delinquency group drew long arms, the figure from behind, and angular forms. Second, regarding action depicted, the preschoolers in both aggression and delinquency groups perceived the lower activity level of their fathers, dangerous situations, and excluded family interaction. Third, regarding symbols, the preschoolers in the delinquency group drew objects such as balls. Finally, regarding drawing style, the preschoolers in the delinquency group drew edges and underline.

• 부모자녀건강학회지
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• 제9권1호
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• pp.55-61
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• 2006

Purpose: The purposes of this descriptive survey study were to determine the relationships between the perception on the temperament and behavior problems of their children and mothers' characteristics with preschoolers. Method: Data were collected from 125 mothers of preschoolers in Kunpo city. The instruments used for this study were Korean CBCL, childrearing burden, mother's health questionnaire, and social support. Results: There were significant differences in the behavior problems according to preschooler's temperament. Difficult children were more hyperactive, withdrawn, aggressive, and premature in behavior. Preschoolers' behavior problems showed significant relationships with mothers' health problem, childrearing burden, and social support. Conclusion: Preschoolers' behavior problems are affected by their temperament, and related with mothers' characteristics. It is important to identify parents' perception on their children's temperament and behavior problems, and the parental role education programs are necessary.

• 한국생활과학회지
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• 제19권2호
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• pp.257-270
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• 2010

This study investigated preschoolers' happiness, behavior problems, and interpersonal problem solving strategies according to their sex and age, and the relationships among them. The subjects were 185 preschoolers (97 boys and 88 girls; 83 four-year-olds and 102 five-year-olds). Results showed that boys were higher in behavior problems (aggression) and forceful problem solving strategies than girls, while girls were higher in happiness (characteristics of self) than boys. Also, 4-year-old children were higher in forceful problem solving strategies than 5-year-olds. Children's happiness was negatively related to their internalizing and externalizing behavior problems. Behavior problems and interpersonal problem solving strategies of children were influenced by their happiness. These findings provide preliminary evidence that children's happiness may predict their behavior problems and interpersonal problem solving strategies.

• 아동학회지
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• 제29권5호
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• pp.133-150
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• 2008

In this study of the influence of marital conflict and of children's temperament and emotion regulation on problem behavior, 194 mothers of 3- to 5-year-old children responded to the O'Leary- Poter Scale(1980), the Emotionality, Activity and Shyness scale(Buss & Plomin, 1984) and the Emotion Regulation Checklist(Shields & Cicchetti, 1997); teachers rated children's behavior on the Problem Behavior Questionnaire(Behar & Stringfield, 1974). Data were analyzed by independent t-tests, correlations, and multiple regressions. Results demonstrated that shyness, activity, and emotion regulation had direct effects on hostile-aggressive behaviors. Shy temperament had a direct effect on fearful-anxious behavior. Both marital conflict and temperament influenced hostile-aggressive behaviors indirectly through emotion regulation, implying a crucial role of emotion regulation in preschoolers' social development.

• Child Health Nursing Research
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• 제21권2호
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• pp.107-114
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• 2015

Purpose: The purpose of this study was to explore the relationships among preschoolers' smartphone addiction tendency, problem behaviors, and parenting efficacy of the mothers of these children. Methods: A cross-sectional, descriptive study design was used with self-administered questionnaires. A total of 83 mothers of preschoolers aged 4-6 years and their preschool teachers from a kindergarten participated in the study. Results: Mean daily time spent by the preschoolers on smartphones was about 45 minutes/day. About 40% spent more than 60 minutes/day on smartphones. The majority (69.8%) used smartphones without adult supervision. The level of smartphone addiction tendency among the preschoolers was $1.52{\pm}0.45$ on a 4-point scale. Preschoolers whose mothers use smartphones for more than 60 minutes/day showed a higher level of smartphone addiction tendency than preschoolers whose mothers use smartphones for less than 60 minutes/day. Also smartphone addiction tendency among preschoolers had a positive correlation with hyperactive-distractible behavior (r=.228, p=.038) and a negative correlation with parenting efficacy of their mothers (r=-.299, p=.006). Conclusion: Our findings demonstrated that preschooler's smartphone addiction tendency is significantly associated with hyperactive-distractible behaviors of the children and low parenting efficacy among their mothers. Therefore well-designed care plans for these populations should be provided to decrease smartphone addiction tendency.

• 대한가정학회지
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• 제46권9호
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• pp.33-45
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• 2008

The purpose of this study was to investigate the tendency and characteristics of behavior problems in preschool children. The aim was to acquire basic information that could be used in diagnosis and intervention strategies. The target of this study were 823 preschoolers, the reporting on which was conducted through the responses of 81 teachers. Analysis consisted of partitioning behavioral problems by demographic variables in order to ascertain differences by age, sex, and cut-off score of the high risk group. Overall results indicate significant differences in behavioral problems according to socio-demographic variable. The conclusions of this study offer a foundation for diagnosis, intervention, and therapy for preschoolers with problem behaviors.