Korean Journal of Child Studies (아동학회지)

Korean Association of Child Studies (한국아동학회)
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An Analysis of Latent Profiles of Educational Support in Parents of Early School-Aged Children: Predictors and Differences in Children’s School Adjustment

학령초기 자녀를 둔 학부모의 교육지원 유형: 예측요인 및 교육지원 유형에 따른 자녀의 학교 적응

  • No, Boram (Department of Child Development and Family Studies, Seoul National University) ;
  • Park, Saerom (Department of Child Development and Family Studies, Seoul National University) ;
  • Park, Hye Jun (Department of Child Development and Family Studies, Seoul National University) ;
  • Park, Hye Jun (Center for Family-School Partnership Policy Research at Seoul National University) ;
  • Choi, Naya (Department of Child Development and Family Studies, Seoul National University)
  • 노보람 (서울대학교 아동가족학과) ;
  • 박새롬 (서울대학교 아동가족학과) ;
  • 박혜준 (서울대학교 아동가족학과) ;
  • 박혜준 (서울대학교 학부모정책연구센터) ;
  • 최나야 (서울대학교 아동가족학과)
  • Published : 20200000
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Abstract

ObjectivesThis study aimed to investigate the types of educational support for mothers of early school-aged children, identify the influence of education belief and parenting capability on the different types, and compare the level of children’s school adjustment by the type of educational support.MethodsA latent profile analysis, multiple logistic regression, and one-way ANOVA were conducted using data on 380 children from the Panel Study on Korean Parent Educational Involvement (PSKPEI) in 2017 (1st grade) and 2018 (2nd grade).ResultsFirst, the latent profiles of parental educational support were classified into three types: guidance/experience, guidance/control, and achievement/control. Second, the probability of being classified into each type differed depending on the predictive factors. In particular, the latent profiles of parental educational support were significantly explained by the following predictors: a) identifying with the child among the sub-factors of education belief, and b) understanding development, career development of child, and supportive environment among the sub-factors of parenting capability. Third, children of guidance/experience type parents were more likely to adapt to school life than those of the other types in the second grade.ConclusionThis study empirically confirmed the influence of parental education support by showing that the level of children’s early adjustment to elementary school depends on the types of parental educational support.

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Acknowledgement

This study was supported by the National Research Foundation of Korea Grant funded by the Ministry of Education (NRF-2017S1A5B8A02072579).