• Journal of Industrial Convergence
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• v.22 no.1
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• pp.21-31
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• 2024

The purpose of this study is to analyze the impact of middle school students' perceived parenting attitudes (positive parenting attitude, negative parenting attitude) on career adaptability and to verify the mediating effect of grit in these influence relationships. For this purpose, 2,235 first-year middle school students from the Korea Children and Youth Panel Survey 2021 were selected as research subjects. Data analysis methods included frequency analysis, descriptive statistical analysis, correlation analysis, and regression analysis using the SPSS 26.0 program. The main research results are as follows: First, in the impact of parenting attitude on career adaptability, positive parenting attitude was significant as positive (+), and negative parenting attitude was negative (-). Second, in the effect of parenting attitude on grit, positive parenting attitude was significant as positive (+), and negative parenting attitude was negative (-). Third, grit was positively (+) significant to career adaptability. Fourth, in the relationship between parenting attitude and career adaptability, the mediating effect of grit was found to be a complete mediating effect with positive parenting attitude and a partial mediating effect with negative parenting attitude. Through this, practical suggestions were provided to improve middle school students' career adaptability.

• Korean Journal of Culture and Social Issue
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• v.22 no.1
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• pp.65-85
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• 2016

In this study, we examined the longitudinal change of multicultural acceptability, peer relationship, and teacher relationship using latent growth curve modeling. This study used data from the second, third, and fourth waves of the middle school student cohort (N=2,178) of the Korean Children-Youth Panel Survey (KCYPS). The dependent variable was multicultural acceptability. The independent variables were peer relationship and teacher relationship. The major longitudinal findings of this study are as follows: First, peer relationships, teacher relationships and multicultural acceptability increased with time. Second, peer relationship showed a significant effect on the multicultural acceptability over time. Finally, the teacher relationship showed a significant effect on the multicultural acceptability over time. These results show differentiation with previous cross-sectional studies of multicultural acceptability. Furthermore, it is expected that this study will provide educational implications for the cultivation of multicultural acceptability.

• Korean Journal of Social Welfare Studies
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• v.40 no.1
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• pp.197-234
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• 2009

Typological theories of offending postulate that childhood-onset delinquents have a high likelihood of being serious and chronic offenders and that there are a distinct set of risk factors predicting early-onset antisocial behaviors. It is useful to empirically classify children into subgroups based on their deviant behaviors because it helps us to identify unique factors associated with each subgroup. Using the first two waves of the Korean Youth Panel Survey, Elementary School Data, this study aimed(a) to empirically classify 5th graders into latent delinquent subgroups, and (b) to examine the impact of individual, familiar, school, and peer factors on the latent delinquent classes. Latent class analysis yielded three latent classes based on 15 indicators of deviant behaviors - delinquent class, low-level delinquent class, & normative class. The results from multivariate multinomial logistic regression analyses revealed that being male, reporting low self-control, coming from poor family, high association with deviant peers, and being bullied increased the risk of being in the delinquent class. Moreover, low self-control, aggression, domestic violence, low level of attachment to teachers, and deviant peers independently increased the risk of being in the low-level delinquent class compared to the normative class. Based on the study findings, implications for practice as well as future studies were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.5
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• pp.2713-2723
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• 2014

This study adopts an ecological perspective to empirically navigate the issues surrounding the impact of parental abuse on the emotional development of adolescents. The data is used from the Korean Children and Youth Panel Survey 2011 (KCYPS 2011), which was conducted by the National Youth Policy Institute (n=2,270). Path models were constructed in which adolescents' environmental mediators (i.e., the relationship with parents, friends, and teachers; and school life) control their negative emotions (i.e., aggressiveness, negative physical symptoms, social weakness and depression); in turn to compare the difference between two groups based on parental abuse by using Structural Equation Modeling (SEM). As with the non-abused group (n=1,644), all the environmental mediators remained significant to control their negative emotion; whereas, the abused group (n=626) showed no significant pathway from their relationship with teachers and school life to negative emotion. This indicates that the abused group have limited number of the mediators to control their negative emotion than those of the non-abused group. For the non-abused group, the mediator with the highest total effect to control their negative emotion was the relationship with their friends; on the other hand, the abused group's mediator that showed the highest total effect to control their negative emotion was the relationship with their parents. Although the relationship with teachers remained significant as a mediator to affect school life for the both groups, teachers were not significant to control the negative emotion of the abused group. These findings suggest that the negative relationship with teachers in the abused group is a factor to threat the school adaptation of adolescents, which also leads to problems that are related to the emotional development of adolescents.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.1-19
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• 2019

The purposes of this study were to concretely reveal the effect of the parents' child-rearing attitude perceived by adolescents and the school life adaptation on the problem behavior, and to verify the moderating effect of the ego-resilience on the relationship between the parents' child-rearing attitude and the school life adaptation and the adolescent problem behavior. This study analyzed a total of 2,107 students in the first year of high school, which was the 4th year data(2013) of Korea Children Youth Panel Survey(KCYPS) 2010. The reliability, descriptive statistics, t-test, and hierarchical regression analysis were conducted using SPSS WIN 22.0. The results were as follows. First, the effect of the parents' child-rearing attitude(supervision, affection, reasonable explanation, excessive interference, excessive expectation, and inconsistency), school life adaptation(relationship with teacher, relationship with friend, school regulation, and learning activity), and ego-resilience on the adolescent problem behavior was analyzed. As a result, the relationship with friend(-) had the highest influence on the adolescent problem behavior, followed by learning activity(-), inconsistency(+), ego-resilience(-), excessive interference(+), and supervision(-). However, the remaining sub-variables did not have any significant influence on the adolescent problem behavior. Second, the moderating effect of the ego-resilience on the relationship among the parents' child-rearing attitude, adaptation to school life, and adolescent problem behavior. The ego-resilience was found to moderate the effects of parents' positive child-rearing attitude, interpersonal relationships, and school adaptation on the adolescent problem behavior. However, the moderating effect was not significant for the effect of negative child-rearing attitude on the adolescent problem behavior. Therefore, various ego-resilience enhancement programs need to be developed and researched as a part of the safety education through the home economics class.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.95-111
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• 2016

This study investigated the descriptive statistics and correlation among self-identity, school violence experience, and family social capital of adolescents and examined influence of school violence experience on self-identity and moderating effect of family social capital on the relationship between school violence experience and self-identity. Data used for analysis was from 7th grade students in The Korean Children and Youth Panel Survey in 2012. Analyses were performed using the IBM SPSS program for demographic analysis, pearson correlation, and stepwise regression analyses. Results of the study were as follows: First, the average was slightly higher for self-identity, parents' affectionate attention, and awareness of their child's friends; the average was lower for misconduct experience and victimization experience; second, there was a weak negative correlation between self-identity and bully victimization; there was a positive correlation between self-identity and family social capital (parents' affectionate attention and awareness of their child's friends). Third, to investigate the effect of school violence experience (bullying and bully victimization) on self-identity, stepwise regression analysis results were as follows: Bullying had a statistically positive influence on self-identity and bully victimization had a statistically negative influence on self-identity; both parents' affectionate attention and awareness of their child's friends had a statistically positive influence on self-identity; fourth, parents' affectionate attention had a statistically negative moderating effect on the self-identity; therefore, it signifies that the relationship between bully victimization and self-identity appears differently depending on the parents' affectionate attention, which means that the parents' affectionate attention had a negative effect on the self-identity of the adolescents who were victimized by school violence.