• Proceedings of KHEA Conference
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• 2001.10a
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• pp.129-129
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• 2001

• The Korean Journal of Community Living Science
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• v.21 no.4
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• pp.499-507
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• 2010

본 연구의 목적은 최근 Hawk(2007)이 자녀 및 양육과 관련된 부모의 의도적 사고로 제시한 메타양육(MPQ) 척도를 한국 어머니들을 대상으로 타당화하는 것이다. 연구결과 첫째, 원래 MPQ에는 예상, 평가, 반성적 사고, 문제해결 등 4개의 요인이 있었으나 본 연구에서는 예상 요인과 반성적 사고 요인이 같은 요인으로 추출되었다. 둘째, 한국 어머니들은 미국 어머니보다 메타양육 수준이 높았으나 상대적으로 예상과 반성적 사고 요인에 더 높은 점수를, 그리고 문제해결에 더 낮은 점수를 나타내고 있었다. 그러나 한국 어머니들을 대상으로 한 K-MPQ는 상당히 안정적 구조로 높은 내적 일치도를 보였다. 셋째, 한국 어머니들의 메타양육 요인들은 대체로 양육신념 및 양육실제와 정적 상관이 있었다.

• Korean Journal of Culture and Social Issue
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• v.28 no.3
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• pp.419-439
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• 2022

The purpose of this study was to examine the relationship between failure mindset of the mother and adolescent, along with the mediating effects of mother's happiness and mother-adolescents (first and second-year middle school students in Seoul) open communication. For this study, self-reported data of 270 mother-adolescent dyads were analyzed using SPSS and Process macro Model 6. The results revealed that the mother's failure mindset directly predicted their adolescent's failure mindset. The mediating effect of the mother-adolescent open communication was significant, but the mediating effect of the mother's happiness was not significant. However, the mediation effect of the mother's failure mindset on the adolescent's failure mindset through mother's happiness and mother-adolescent open communication was significant. These results suggest that "failure-is-enhancing" mindset of mothers improve their positive affect and parenting skills, which contributes to developing adolescent's belief system about failure. Putting the results together, this study is significant in that it identified the intergenerational relationship of the failure mindset. Besides, the study results serve as a foundation for intervening on the adolescent's failure mindset by verifying the developmental mechanism of the failure mindset.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.15-33
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• 2008

The purpose of this study was to investigate which variables predicted preschoolers' pro-social behavior. Subjects consisted of 250 preschooler-mother pairs; children were 3 to 6 years of age Children's emotional intelligence and pro-social behavior were assessed by classroom teachers. Data on the mothers' socialization beliefs and strategies as well as children's temperament were gathered through maternal self-reported questionnaires. Data were analyzed by descriptive statistics, t-tests, correlation and regression analyses. Results showed that children's temperament (withdrawal predisposition) and emotional intelligence (self emotional expression) predicted children's pro-social behavior. Mothers' perceptions of the importance of pro-social behavior correlated negatively with children's pro-social behavior.

• Korean Journal of Human Ecology
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• v.14 no.1
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• pp.1-13
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• 2005

This study has a purpose of developing a scale to evaluate maternal beliefs on preschool children's education. The subjects were 307 mothers of preschool children in Gwang-ju. The methods for data analyses included a factor analysis for construct validity, Pearson correlations between beliefs and learning-related activities for construct validity, and Cronbach's a for reliability. 4 factors were found, through literature review, in parental beliefs: passive learning, active learning, instruction, and expectation for academic-related skills acquisition. Factor analysis revealed that the 4-factor solution is the best fit. Correlations between beliefs and learning-related activities were statistically significant. Cronbach's a ranged from .65 to .87 for 4 sub-scales. It was concluded that the maternal beliefs scale is acceptable for use.

• Journal of the Korean Home Economics Association
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• v.41 no.4
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• pp.85-100
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• 2003

Maternal beliefs about preschoolers' displays of aggression and social withdrawal and the extent to which their strategies for dealing with these behaviors can be predicted from beliefs were examined. And the extent to which maternal childrearing behavior and preschoolers' social problematic behaviors can be predicted from beliefs. 202 mothers of 5-year-old(114 boys; 88 girls) were presented with descriptions of hypothetical incidents of peer-directed aggression and social withdrawal. Maternal beliefs were different according to kinds of problematic behaviors. Thus most mothers attributed preschoolers' aggression to situational factors, social withdrawal to disposition. Mothers felt embarrassed about aggression and concerned about social withdrawal. The power assertive strategies were more used for dealing with aggression than social withdrawal. The choice of strategies for dealing with these behaviors and maternal childrearing behavior were related to maternal beliefs. Also preschoolers' social problematic behaviors were effected from maternal beliefs and childrearing behavior.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.115-124
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• 2010

The purpose of the present study was to investigate the effects maternal employment history, achievement motivation and gender egalitarianism in job on university students' negative beliefs about the consequences of maternal employment. A total of 338 university students in Seoul, Kyungki, and Kyungnam area, provided information for the study. Analyses results showed that male students had higher level of negative beliefs about the consequences of maternal employment and achievement motivation and lower level of gender egalitarianism in job than female students did. Mothers' history of employment during the student's middle and high school period and higher job egalitarianism predicted lower negative beliefs about maternal employment. As male and female students were compared, male students with history of mothers' employment, lower level of achievement motivation and higher level of gender egalitarianism showed low level of negative beliefs about maternal employment. For female students, mothers' employment significantly predicted their beliefs about negative consequences of maternal employment.

• Korean Journal of Child Studies
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• v.32 no.1
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• pp.87-101
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• 2011

This study employed a child-centered approach in the examination of patterns of preschooler's learning behaviors. A hierarchical cluster analysis was employed in order to discern a meaningful typology of such behavior. The subjects consisted of 232 children (117 boys, 106 girls) and their mothers from 6 kindergartens and 6 day care centers. The results of this study were as follows. The cluster analysis yielded five types of learning behaviors; the competent type, the average type, the low attention/persistence type, the low motivation -attitude type, and the deficient type. The most consistent level differences among these types appeared to lie in distinctions among the average Attention/Persistence scores. The composition of the cluster types, including both the age and gender of the children, was ascertained. Our results indicated that preschool learning behavior types could be seen to differentially relate to children's self-regulation, cognitive styles, problem behaviors, and the level of maternal involvement. It was revealed that a child's characteristics was more important than maternal involvement and beliefs. As there were more girls and older children in the learning type, this type was seen to be more competent.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.319-335
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• 2014

The purpose of this study was to examine the effects of variables of interest on mothers' choices of infant care. The variables of interest in this study were categorized into the following three areas: 1) demographic characteristics of mothers and infants, 2) structural and procedual dimensions of infant care facilities, and 3) maternal beliefs on child-rearing. The subjects of this study were mothers whose infants were currently cared by at infant care facilities(n=185) and those who were on the waiting list to use non-maternal infant care(n=53). The main results of this study were as follows. First, mothers of this study preferred to select a type of center-based subsidized infant care over other types of care(family day care) due to quality of the program. Second, the mothers who were not using infant care and cared for their infants at homes reported that there were limitations in their choices of types of infant care due to accessibility and availability of public subsidized infant care facilities, and their child rearing goals were more likely to emphasize learning achievement and maturity than character education or personality. The mothers were more likely to choose a family home care over center-based public subsidized care when they were employed, had younger infants, had longer period of time on waiting lists, and emphasized structural dimensions of infant care than center-based care users. Implications for research and practices were discussed along with the main results of this study.