• Korean Journal of Human Ecology
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• v.13 no.6
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• pp.861-874
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• 2004

The goal of this study is to investigate the relationship between maternal rearing behavior characteristics and elementary school children's Internet use, and to utilize the results as the basic data to develop a program, in which parents learn how to educate their children for better use of the Internet. The subjects were 713 children whose grade are in fourth through sixth in an elementary school. Data were obtained with questionnaires. The instruments employed were Children's Internet Use and Addiction, and maternal rearing behavior characteristics-Rational Guidance, Affection, Authoritarian Control, Overprotection, Achievement Encouragement, and Active Involvement-Scales. The data were analyzed with the SPSS program. They were analyzed by Frequency, Percentage, ANOVA, Duncan's test, and Pearson correlation. The results of this study are as follows: First, 30.2% of the subjects has used Internet for more than three years. 55.6% of the subjects spend less than an hour per day in using the Internet. The two major types of Internet use were playing games(49.9%) and sending e-mails(25.4%). The main reason for playing Internet games was escape from stress(34.7%). 34.5% of the subjects also said that their parents usually encourage them to use the Internet. Second, maternal affection, authoritarian control, and active involvement were significantly different in the types of Internet use. Maternal authoritarian control and overprotection were significantly different in the reasons of doing Internet game. The rational guidance and active involvement of mothers were correlated negatively with children's Internet using time, but their authoritarian control and overprotection were correlated positively with children's Internet using time. Maternal overprotection was correlated positively with parents' encouragement level in the Internet use. Third, the rational guidance, affection, and active involvement of mothers were correlated negatively with children's Internet addiction. In the other hand, maternal authoritarian control and overprotection were correlated positively with children's Internet addiction. Lastly, children's Internet addiction was significantly different by the types of Internet Use and the reasons for doing internet game. Children's Internet using time was correlated positively with children's Internet addiction.

• Korean Journal of Social Welfare Studies
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• v.40 no.3
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• pp.243-265
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• 2009

Using the children supplements of Korea Welfare Panel Study(first wave), this study examined that the correlation and differences between income-poverty(minimum cost of living)and housing- poverty(sub-standard housing) and analyzed the effects of living in sub-standard housing conditions on children's school achievement. The findings of the study are as follows. First, there is low correlation between income-poverty and housing-poverty. Second. there is differences of household characteristics between only housing-poverty household and only income-poverty household or income and housing poverty household. Third, living in sub-standard housing conditions has statistically significant negative effect on school achievement even after controlling for income-poverty, sex, self-esteem, adaptation to school life, family type, mother's education, private education cost, rearing behavior. The findings of this study suggest that more active housing policy approach is needed to support development of children living in sub-standard housing conditions. Based on this research, we present needed policies in the conclusion.

• Korean Journal of Culture and Social Issue
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• v.10 no.spc
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• pp.87-115
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• 2004

This paper examines the influence of interpersonal relationship on delinquent behavior among adolescents. The role that parent-child relationship, teacher-student relationship, and relationship with friends play on delinquent behavior is reviewed. Review of empirical studies reveal the following results. First, adolescents who perceive their parents as being hostile and rejecting are more likely to engage in delinquent behavior. Second, those adolescents with parents, who have low expectations and who are less likely pressure them to succeed academically, are more likely to engage in delinquent behavior. Third, adolescents who feel that they have been abandoned by their parents are more likely to engage in delinquent behavior. Fourth, those adolescents with low social support from parents and teachers and high social support from their friends are more likely to engage in delinquent behavior. Fifth, those students who feel hostility from their teachers, have negative relationship with teachers, and experience greater punishment are more likely to engage in delinquent behavior. The results indicate that punishment can have adverse effect on some adolescents, further damaging the teacher-student relationship. Punishment can further reinforce the existing negative cycle that can increase the likelihood of adolescents engaging in delinquent behavior. The results indicate that a lack of support from parents and teacher leads to low academic and self-regulatory efficacy, which leads to low academic performance, which can results in punishments that could further damage their relationship with their parents and teachers and bring them closer to their friends. Adolescents caught up in this negative cycle are more likely to engage in delinquent behavior. These results indicate the need to reform the relational, social, and cultural environment of adolescents who are engaged in delinquent behavior.

• Communications of Mathematical Education
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• v.31 no.3
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• pp.291-312
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• 2017

The purpose of this study is to analyze the effects of parental educational involvement and mathematical attitude perceived by students on math motivation and math anxiety. The results showed that parents' educational involvement had effect on students' motivation to learn mathematics and had a significant effect on mathematics anxiety. In addition, the parents 'mathematical attitude has a significant effect on the motivation of the students, and the higher the mathematical attitude of the parents, the lower the mathematics anxiety of the students but the higher the students' mathematics anxiety. This suggests that even if the parents are educated, the parents can influence their motivation to learn mathematics, rather the more the achievement pressure becomes, the higher the educational involvement. In addition, the parents' mathematical attitude is independent of the degree of educational involvement, and parents can expect to increase their motivation to learn mathematics by nurturing with positive and positive perceptions and attitudes. In order to do this, it is a time when parents' education for the recognition of parents' right mathematics courses and their interest in education and the role of education are positively required.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.6 no.1
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• pp.74-89
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• 1995

Selective mutism is a childhood condition defined by persisten failure to speak in specific social situation when speaking is expected, dispite preserved ability to comprehend spoken language and speak. Present study is to investigate clinical characteristics, treatment method and outcome of 23 children who were diagnosed as selective mutism by DSM-IV criteria at the child psychiatry ouptatient department of SNUH. The results were as follows : 1) The Sex ratio was 1: 4.8, female dominant Mear age of onset was 33 years old and mean age of first referral was 7.7 years old. 2) 22% of subjects had perinatal problem such as low birth weight, preterm birth, 26% of the subjects have history of delayed language development. There are subjects who had been separated with mam caretaker before 3 years old(26%) and who experienced physical or psychological trauma before 3 years old(26%). A few subjects had enurests(30%) and encoprests(4%). 3) Many subjects(65%) had symbiotic relationship with their mother. These families consist of dominant, verbally aggressive mother and passive father. Parents of 39% of all subjects were judged to have definite psychopathology(social phobic, depression, hysterical trait or alcohol problem) 26% of all subject, were reported physically abused. 4) The personality trait of the subjects were frequently described as follows(in order of frequency) ; Shy(100%), anxious(83%), stubborn(83%)m rigid and tense posture(78%), immature(65%) overdependent(65%), irritable(52%), manipulative(39%), depressive(39%). 5) The mean performance IQ of 16 subjects by KEDI-WISC was 88.3 Among them, the subjects with IQ below 69 were seven and those with IQ above 70 were nine. When comparing these two group(Mental retardation group vs Normal IQ group), we could find some difference in language development, personality trait, family dynamics and treatment outcome. 6) Among several treatment methods for selective mutism, play therapy was the most frequently used method(65%). Other commonly used treatment methods were pharmacotherapy(21%), behavioral therapy(8%), combined therapy(play therapy+pharmacotherapy+family therapy+behavioral therapy)(12%), 7) Regarding the outcome of treatment 8.6% was evaluated as Excellent, 30.4% as Good, 52% as Fair, 8.7% as Poor at the tinic of treatment. At follow up interview 21.7% was evaluated Excellent, 13% as Good, 21.7% as Fair, 34.8% as Poor. 8) We classified all subjects by Havden's 4 subtype. Symbiotic mutism was most common(65%) and other subtypes are Speech phobic mutism(8.6), Reactive mutism(13%) and Passive-aggressive mutism(30%).