• The Journal of the Convergence on Culture Technology
• /
• v.6 no.1
• /
• pp.507-513
• /
• 2020

This paper aims to design and implement a robot that will help teach children living habits and English conversation education in dual-income families using the open platform robot Q.bo one based on raspberry pi3 of a single board computer. The first function of life habit formation is to help children to wash their hands, to brush their teeth, homework and sleep regularly. The child is then photographed listening to the notification and acting so that the parent can identify and provide feedback. The second basic conversation education feature uses Google's DialogFlow to help children learn English naturally through simple English conversation through the robot. The two-functioning robot allows children from working families to feel secure by printing their parents' voices even when they are not at home. At the same time, it allows them to get into basic lifestyle, to have basic English conversation with robots, and to be interested in English early.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.7
• /
• pp.231-238
• /
• 2018

This study was conducted to provide basic data to understand the interaction patterns of dual-income parents' happiness by confirming the effect of work-family reconciliation recognized by dual-income parents on parental happiness. The subjects of the study were 630 pairs of dual-income parents out of 1462 pairs of parents who participated in both the main questionnaire and in the mother and father questionnaires in the 8th Panel Study on Korean Children (2015), and they were analyzed based on the Actor and Partner Interdependence Model (APIM). The results of this study show that the gain and strain of parents' work-family reconciliation had an actor effect on parents' happiness, and the gain and strain of father work-family reconciliation had a partner effect on mother's happiness. This study was meaningful in that it provides basic data on intervention and program development that could increase the happiness of dual-income parents. In order to increase the happiness of dual-income parents, it is necessary to provide intervention and education. In the future, we propose a study to confirm changes in influencing factors of parents' happiness according to time.

• 가정의 벗
• /
• v.37 no.3 s.427
• /
• pp.34-35
• /
• 2004

맞벌이 부부에게 육아는 너무 큰 부담이 된다. 아이를 어디에 맡겨야 하는지, 일을 끝내고 저녁에 들어와 아이를 만나서 어떻게 돌보아야 할지 난감한 경우가 많다. 무엇보다도 아이에게 사랑으로 일관성 있는 양육태도를 가지는 것이 중요하다.

• Journal of Family Resource Management and Policy Review
• /
• v.27 no.3
• /
• pp.1-19
• /
• 2023

This study aims to develop a family strength scale for dual-earner families with young children. Based on existing theories of family strength and a review of related literature, we draw on 80 items to measure the strength of dual-earner families. Using a sample of 747 people, all members of dual-earner families with young children, we examined the items' factor structures. Using the statistical method, we checked the validity and reliability of these items. The final scale consisted of four domains with a total of 49 items : basic foundation (basic structure, economic life, and resource management), parenting, social interest and participation (citizenship, volunteer, leisure, network), work-life balance (balance between work and family, sharing the family role, equal division of role). The developed scale can be used in the field, such as in the Healthy Family Support Center or Family Center, in the context of education, counseling, or consulting for dual-earner families. In order to enhance the usefulness and efficiency of the scale, the adequate education system for the professionals who handle this scale in the field and updated data are required.

• Journal of Digital Convergence
• /
• v.20 no.2
• /
• pp.487-497
• /
• 2022

The purpose of the present study was to determine the mediating effect of social support on the relationship between the work-family conflict and depression of dual-income parents. The subjects were 214 dual-income parents aged 20 years and the data collected online in April 2021 were analyzed using the SPSS/WIN 24.0 statistical program. This study conducted three stages of hierarchical regression analysis to confirm the mediating effect, which showed that work-family conflict had statistically significant effect on social support (β=-.188, p<.01), which was the mediating variable, and depression (β=.539, p<.001), which was the dependent variable. In the third stage, the study confirmed that social support had a partially mediating effect on the relationship between work-family conflict and depression, which was statistically significant in the Sobel test result as well (z=2.468, p=.013). In conclusion, the study confirms the need to establish strategies and arrange social support to solve the emotional problems of dual-income parents.

• Korean Journal of Child Studies
• /
• v.27 no.2
• /
• pp.15-37
• /
• 2006

In this investigation of child's psychological wellbeing and parental satisfaction with dual income family(DIF), subjects were 297 3rd and 5th grade elementary school students and their mothers. Results showed that boys and younger children were more satisfied with mother's working than girls and older children. Mothers' DIF satisfaction was dependent on gross family income, parents' occupations, working conditions of each parent, commuter marriage status, and length of time in DIF. Child's psychological wellbeing related positively to mother's parental satisfaction, and to mother's satisfaction with parental roles, parent-child relationships, spouse support and child support. Only sub factors of dilemmas in parental role related negatively to DIF status. Child's satisfaction with mother's roles, father's roles, and mother working influenced mother's parental role satisfaction.

• The Korean Journal of Food And Nutrition
• /
• v.24 no.3
• /
• pp.312-319
• /
• 2011

We investigated the eating habits and food preferences of middle school students to provide material for establishing dietary and nutritional education at the elementary level. We questioned 270 male and female students attending certain middle schools in the Daegu area about their eating habits and food preferences. Eating habits were found to be most regular for students in families where only one parent worked and irregular for students in families where both parents worked. There was a positive correlation between a higher level of academic education of the father and the frequency of consumption of instant foods. There was also a positive correlation between a higher level of academic education of the mother and the frequency of snack consumption. Male students had a higher preference for consuming animal foods than did female students. Students that lived in extended families tented to have a higher preference for vegetable foods. On the other hand, students that lived in nuclear families and students that lived in families where both parents worked preferred snacks more. Based on these results, parental employment and academic education level influences the eating habits and food preferences of middle school students.

• Journal of Korean Home Economics Education Association
• /
• v.18 no.4 s.42
• /
• pp.1-11
• /
• 2006

The purpose of this study was to investigate the family stresses and its managing strategy to cope with the stresses, and family strengths in dual-income teachers. The subjects of this study were 289 dual-income teachers in the Gyeongnam Area, Korea. The major findings obtained from this study are summarized as follows: 1) The degree of family stresses in dual-income teachers was 2.90 on a scale of 0-5.0. The most stressful aspect for the dual-income teachers came from the role of housework. 2) The degree of coping strategy in dual-income teachers was 3.48, on a scale of 0-5.0. Among the strategies, the 'cognitive restructuring' shows the first. 3) The degree of family strengths of dual-income teachers was 3.88 on a scale 0-5.0. The significant variables were economic level, self-esteem, job satisfaction, and marital satisfaction in dual-income teachers. 4) The most effective variable of family strengths in dual-income teachers was coping strategy.

• 한국벤처창업학회:학술대회논문집
• /
• 2017.04a
• /
• pp.32-32
• /
• 2017

영유아기는 자신에 대한 긍정적 사고를 바탕으로 남과 더불어 살아 갈 수 있는 능력의 기초를 이루는 사회 정서적 발달의 결정적 시기로서 영유아기의 발달이 성인기까지의 성공적인 삶에 영향을 미치지만, 잘못되는 경우 세대를 넘어서까지 전이되는 문제를 유발할 수 있다. 영유아의 발달에 영향을 미치는 요인 중에서도 가장 중요한 것은 어머니와의 상호작용이라 할 수 있다. 따라서 어머니가 자녀에게 미치는 영향은 지금까지 지속적으로 연구되어 왔으며, 그 중에서도 어머니의 양육태도에 연구의 초점이 맞추어져 왔다. 그러나 양육자가 보이는 일반적인 경향을 나타내는 양육태도보다는 부모역할지능이 오히려 부모의 양육행동을 구체적으로 평가할 수 있는 현실적인 도구라 할 수 있다. 이에 본 논문은 맞벌이 가정의 증가로 보육시설에서 생활하는 시간이 많은 영유아의 내재화 및 외현화 문제에 어머니의 부모역할지능이 미치는 영향을 분석함으로써 부모들이 점차 줄어드는 영육시간에도 불구하고 보다 성공적인 영유아 발달을 꾀하는데 도움이 되는 정보를 제공하는 한편 영유아의 보육시설에서도 영유아의 문제행동을 치유할 수 있는 프로그램의 개발에도 유익한 정보를 활용되도록 하고자 한다.

• Korean Journal of Childcare and Education
• /
• v.10 no.6
• /
• pp.265-289
• /
• 2014

This study analyzed the change of after-school guardians' absence types during the first 3 school years, and the relations of after-school care, family environment(family income, parental monitoring) to self-regulatory learning ability and emotional-behavioral problems in each gender of early school-age children from dual income families. The data from 526 boys and 483 girls among 3rd graders of Korean Child and Youth Panel Survey(KCYPS) were statistically analyzed by Friedman's test, t-test, correlational coefficient analysis, regression analysis. The results showed that 45% of boys and 50% of girls were with a guardian for their after-school care in each of the first 3 school years and after-school care had changed gradually into the types of temporal or contingent absence of a guardian. Family income and children's self-regulatory learning ability were different from adult-care and self-care in each gender, but there were differences in the parental monitoring of girls and emotional-behavioral problems of boys according to the care types. Both of boys and girls showed that family environment meaningfully related with the ability and the problems, and also showed the relatively different effects of after-school care and family environment on those ability and problems variables. The results suggested some implications for after-school care.