• Journal of Korea Game Society
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• v.15 no.6
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• pp.65-76
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• 2015

This study attempts to investigate the parent's perception types of online game and their related factors. The data was collected through the online survey from 485 parents. As a result, the parent's perception types of online game were classified as 4 types. Each perception type shows differences in an attitude and reaction to online game and gender. Next, this study employed a multinomial logistic regression model to examine variables influencing the parent's perception types of online game. The result shows that parent's gender, controlling parental style, and problematic communication have statistically significant effects on the parent's perception types of online game. This study holds its significance in considering the game use of children in the context of parent-child relationship by exploring the parent's perception of online game and its influencing variables.

• Korean Journal of Childcare and Education
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• v.6 no.3
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• pp.1-22
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• 2010

The major purpose of this study was to investigate the effect of parent-child communication and the inclination of interpersonal relations on the child's loneliness. The participants were 588 children in 5th and 6th grade of the elementary school which is located in Jeonbuk. Data were collected by self-administered questionnaire method. Data were analyzed by statistical techniques such as mean, frequency, percentile, t-test, pearson's correlation, multiple regression analysis using SPSS/Win 12.0 program. The major results of this study are as follows: First, female children's communication with their mother are more open that those of male children and have ostentation-narcism stronger than that of male children. There is no significant difference statistically in children's loneliness by sex. Second, it is indicated that the parent-child communication has negative correlation with children's loneliness and it also has close relations with sub-variables in inclination of interpersonal relations. Third, when investigating how parent-child communication and inclination of interpersonal relations have influences on child's loneliness, they have influences on child's loneliness by the following order: social-friendly, mother-child communication, father-child communication.

• Proceedings of the Korea Contents Association Conference
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• 2009.05a
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• pp.1076-1082
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• 2009

This study investigated caregivers' communication styles and children's emotional development. Emotion-laden puzzle tasks were used to elicit caregivers' communication styles while interacting with their children. Participants included children with Down syndrome (N=10) and typical children (N=15) and their caregivers. As expected, caregivers of children with Down syndrome (DS) used more behavior and attention directives with their children, and caregivers of typical children used more conversation-eliciting prompts with their children. Parents of children with Down syndrome also used a unique communication style in which they asked a question and immediately answered it themselves. Additionally, caregivers of typical children focused more on emotion concepts in their communications with their children and caregivers of DS used more cognitive concepts such as labeling colors and shapes. The results revealed that caregivers of children with Down syndrome usually tried to educate children by emphasizing cognitive concepts to compensate for their delayed development. Because the children are delayed in their emotional development, parents may need help in intervening on the area of emotional development.

• Journal of Agricultural Extension & Community Development
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• v.19 no.4
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• pp.881-904
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• 2012

This study was to investigate the relationship among emotional intelligence, social support and parent-child communication of multicultural primary school students in rural areas. All of the students for the study were sampled from three multicultural primary schools in rural areas. About 10% among them were from multicultural family students. First, the result indicated that students' emotional intelligence was positively correlated with social support and open communication with their parents. Second, there were no significant differences between unicultural family and multicultural family in social support, parent-child communication, and emotional intelligence. Third, the result of regression analysis revealed that peer and family support were predictors of emotional intelligence of multicultural primary school students in rural areas. The implications for the improvement strategy for multicultural primary school in rural ares were suggested.

• Journal of Digital Convergence
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• v.14 no.7
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• pp.347-353
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• 2016

This study aims to analyze how parents and their children participating in sports after school hours positively affects their communication and behavior based on the stratified sampling of 189 students (fifth and sixth graders) in Cheongju city C-province. The result from the exploratory factor and the structural analysis using SPSS18.0 showed that participating in sports improved parent-child communication including increasing their motivation, self-confidence, and self-esteem, and reducing children's problematic behavior such as anxiety, feeling insecure, insubordination, and aggressiveness. In order to improve the children's mental health, it would be essential to set various programs of after school sports and more importantly validate its quality.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.188-196
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• 2018

The aim of this study was to investigate the effect of parent-child communication style on smartphone addiction and depression among female college students. The subjects were 151 female students in three different universities located in S city. Data collection for Parent-Adolescent Communication Inventory (PACI), Smartphone Addiction Proneness Scale, and the Center for Epidemiologic Studies-Depression Scale (CES-D) were conducted from November 1 to December 8, 2017. The collected data were analyzed by t-test, Pearson's correlation coefficients, and multiple regression analysis. Smartphone addiction in college students was 35.08 (SD = 6.83), and when communication with the mother was absent and the problem recognized, smartphone addiction was higher (${\beta}=.27$, p = .028). Open communication with the father lowered smartphone addiction (${\beta}=-.27$, p = .030). Depression in female college students was 15.86 (SD = 10.45), and 45% experienced depression. Depression was higher when communication with the mother was higher (${\beta}=.29$, p = .022). Therefore, a customized communication program that focuses on parent-child communication as a strategy to reduce or prevent degree of addiction and depression of female college students will be helpful.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.13 no.1
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• pp.104-116
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• 2002

This study investigated the psychosocial characteristics of children and adolescents who were addicted to internet. 1107 children and adolescents were administered several self-report inventories assessing internet addiction, internet expectancy, self-control, parent-adolescent communication, parent control of internet, peer relation, and loneliness. Results indicated that internet addicted adolescents had more expectancy for internet, less self-control, more dysfunctional communication with parents, and more withdrawn from peers than non-addicted. To determine relative contributions of these variables, multiple regression was conducted. It was demonstrated that internet expectancy, self-control, dysfunctional parentadolescent communication, and parent control of internet explained adolescent internet addiction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.3
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• pp.509-519
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• 2018

The purpose of this study is to investigate the effect of parents' socioeconomic status, communication between parents and adolescents, and adolescents self-esteem on adolescents emotional autonomy and behavioral autonomy. The data were collected from 367 middle and high school students. The significant results were as follows. First, emotional autonomy was influenced by dysfunctional communication between the father and adolescent and open communication between the mother and adolescent after controlling for the socioeconomic status of the parents in step 2. Second, behavioral autonomy was affected by the socioeconomic status of the parents in step 1, and dysfunctional communication between the mother and adolescent and self-esteem were the meaningful predictors of behavioral autonomy after controlling for the socioeconomic status of the parents in step 2. Finally, the meanings and limitations of this research and implications for counseling strategies were discussed.

• The Journal of the Convergence on Culture Technology
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• v.5 no.2
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• pp.217-223
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• 2019

The purpose of this study was designed to identify the factor contributing to self-esteem of children. Based on the survey results, it was found that the major factors influencing Self-esteem include school record(${\beta}=-.15$, p<.001), communication with mother(${\beta}=.31$, p<.001), child-rearing attitude(${\beta}=.16$, p=.002). These factors explained 32.6% of the self-esteem of children. Therefore these factors should be considered in the educational programs for development of children's self-esteem.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.103-121
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• 2016

The purpose of this study was to examine the impact of the listening competence of early childhood teachers on their teacher-parent communication difficulties and teacher-child interaction in an attempt to provide some information on the development of the listening competence of early childhood teachers. Three hundred and twenty two early childhood teachers participated in the study and descriptive, correlation, multiple regression analysis were conducted. The results are as follows: First, listening competence had a statistically significant negative correlation with teacher-parent communication difficulties. Second, among the sub-factors of listening competence, comprehending and interpreting, and responding exerted a statistically significant negative influence on teacher-parent communication difficulties. Third, listening competence had a statistically significant positive correlation with teacher-child interaction. Fourth, among the sub-factors of listening competence, responding, comprehending and interpreting, analyzing and evaluating exerted a statistically significant positive influence on teacher-child interaction.