• Korean Journal of Child Studies
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• v.30 no.6
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• pp.489-504
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• 2009

This study explored differences in maternal parenting behaviors, children's emotional intelligence, and daily hassles by children's sex and types of aggression. Subjects were 200 children in 4th, 5th, and 6th grade and their mothers from four elementary schools. Instruments were the Maternal Parenting Behaviors Scale (Kim, 2006), the Emotional Intelligence Scale (Lee, 1997), the Daily Hassles Scale(Min & Yoo, 1998), and the Peer-nomination Measure (Crick, 1995; Crick & Grotpeter, 1995). Data were subjected to descriptive statistical analysis and multivariate analysis of variance. Findings revealed that the relational aggressive group had higher emotional intelligence and more daily hassles; girls had higher level of daily hassles than boys. Maternal parenting behaviors did not differ by child's sex and type of aggression.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.71-85
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• 2010

This study examined the moderating role of young children's playfulness and the association between maternal parenting and young children's peer competency. The subjects of the present study were 132 4 or 5-year-old young children and their mothers recruited from child-care centers in Seoul and Gyeonggi-Do. The findings of this Study were as follows : First, maternal parenting influenced children's peer competency. Second, young children's playfulness influenced young children's peer competency. Third, the association between overprotective and permissive maternal parenting styles and young children's leadership abilities were negative only in the low cognitive playfulness group. Fourth, the association between maternal rejective and negligent parenting and young children's socialibility were found to be negative only in the low physical playfulness group.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.145-159
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• 2009

In this study, mothers of 205 4- to 5-year-old preschoolers responded to aggression episodes of Werner et al. (2006); preschoolers' teachers responded to the Preschool Social Behavior Scale (Crick et al., 1997). Results showed, (1) boys exhibited more overt and relational aggression. (2) In overt aggression episodes, mothers used encouragement to boys and rule violation responses to girls; in relational aggression episodes, mothers used encouragement and power assertion responses to girls. (3) Mothers' power assertion about overt aggression related negatively with preschoolers' overt aggressive behaviors; mothers' discussion about relational aggression related positively with preschoolers' overt aggressive behaviors. Implications of these findings for the mothers' responses by aggression types were discussed in order in better understand preschooler's aggressive behaviors.

• Korean Journal of Child Studies
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• v.36 no.3
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• pp.59-75
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• 2015

The purpose of this research is to understand the relationship between children's affective empathy, their mother's cognitive and affective empathy, and children's prosocial behavior; as well as to examine ways of enhancing children's prosocial behavior by analyzing the factors affecting its development. The results of this study may be summarized as follows. First, girls generally had higher levels of empathetic ability and pro-social behavior than boys. Secondly, there was not to be no significant correlation between the children's affective empathetic ability and the mothers' cognitive and affective empathetic abilities. However, there was a significant association between the affective empathy of the children and the mothers' cognitive empathetic abilities with the children's prosocial behavior. Thirdly, both the affective empathy of the children and the mothers' cognitive empathy predicted the level of the children's prosocial behavior.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.15-29
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• 2014

This study explored the relationships between maternal mind-mindedness, parenting stress, parenting behaviors and preschoolers' emotional intelligence. The subjects consisted of 107 preschoolers and their mothers. The result of this study are summarized as follows; First, maternal mind-mindedness had an indirect effect on parenting behaviors through parenting stress. Second, maternal mind-mindedness had a direct impact on emotional intelligence. These results clearly indicate that maternal mind-mindedness plays a crucial role in parenting behaviors and preschoolers' emotional intelligence.

• Journal of Families and Better Life
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• v.18 no.3 s.47
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• pp.115-128
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• 2000

The purpose of this study was to investigate investment behavior of mothers who have children of the lower grades in primary school and the effects of the variables. The subjects of this study were 454 mothers who have children of lower grades in primary school in Seoul. Statistics used for data analysis were frequency, mean, percentage, multiple regression. The households which paid their money for private education investment cost was 182.543 won a month and the mean of time use of mother for child education was 125 minutes a day. The most influencing variable on money investment to private education investment behavior was family income and on time investment to it was influence of reference group.

• Korean Journal of Human Ecology
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• v.23 no.3
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• pp.409-420
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• 2014

The purpose of this study was to explore the effects of mother-child interaction and child's social behaviors on child's peer acceptance. Participants were 108 4- to 5-year-old preschoolers(58 boys, 50 girls) and their mothers. Data were analyzed by descriptive statistics, correlation analysis and stepwise multiple regression analysis. The major findings are summarized as follows: (1) mother-child interaction are generally correlated with child's peer acceptance. And child's prosocial behavior was positively correlated with child's peer acceptance, whereas child's aggressive behavior, asocial behavior and hyperactive-distractible behavior were negatively correlated with child's peer acceptance. (2) The most influential factor on child's peer acceptance was child's experience in session, the next influential factor was child's hyperactive-distractible behavior and the last influential factor was asocial behavior.

• Korean Journal of Human Ecology
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• v.22 no.1
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• pp.43-56
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• 2013

The purpose of this study was to explore the relationship among the mother's knowledge of infant development, mother's parenting stress, maternal parenting behavior and infant development. Participations in this study included 2078 infants(1056 boys, 1022 girls) and their mother. The major results of this study were as follows: First mother's knowledge of infants showed positive effects on maternal parenting behaviors, and mother's parenting stress showed negative effects on maternal parenting behaviors. Second, maternal parenting behaviors and mother's knowledge of infants showed positive effect on infant development. But maternal parenting stress didn't show direct effect on infant development. In conclusion, maternal parenting behaviors partially mediated between mother's knowledge of infants and infant development, and fully mediated between mother's parenting stress and infant development.

• Korean Journal of Child Studies
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• v.29 no.3
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• pp.175-189
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• 2008

This study examined influences of mothers' attachment experience and separation-anxious psychological control and of adolescents' attachment on adolescents' psychological independence. Participants were 302 high school students (106 boys; 196 girls) and their mothers. Data were collected via questionnaires. Data analyses were by Pearson's correlation and Hierarchical Multiple Regression. Results showed that 1) Mothers' attachment experience with their mothers was positively related to girls' attachment to their mothers; mothers' separation-anxious psychological control was negatively related to adolescents' attachment. 2) Adolescents' attachment to their mothers predicted their emotional and functional psychological independence negatively. 3) Mothers' psychological control was negatively related to functional independence of boys but positively related to emotional independence of both boys and girls.

• Journal of the Korean Home Economics Association
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• v.44 no.5 s.219
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• pp.143-155
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• 2006

The purpose of this study was to examine which variables of interest predicted preschoolers' adjustment behavior. The variables of interest in this study were: 1) socio-demographic variables of children and their mothers 2) children's temperament 3) mother's parenting attitudes and 4) children's adjustment behavior. The study subjects were 365 preschooler-mother pairs. SPSS 11.0 program was used to analyze the data of this study. The results of regression analyses showed that a child's age was found to be the most influential predictor of the preschoolers' adjustment behavior. Also, gender and temperament, and maternal parenting altitudes were found to be predictive in the preschoolers' adjustment behavior. Finally, patterns in regression results differed by the preschooler's gender. Implications for research and practice were discussed in light of the study results.