• Human Ecology Research
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• v.62 no.1
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• pp.47-58
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• 2024

This study examined the mediating effect of children's school adjustment on the relationship between a creative school environment and children's happiness. For this purpose, an analysis was performed of data from the 12th Panel Study on Korean Children conducted in 2019. The participants were 1,393 fifth-grade elementary school students. Data were analyzed using descriptive statistics, one-way ANOVA, Pearson correlation analysis, confirmatory factor analysis, and structural equation modeling using SPSS 25.0 and AMOS 23.0 programs. The principal results were as follows. Firstly, there were significant positive correlations among creative school environment, children's school adjustment, and happiness. Secondly, the creative school environment significantly affected children's school adjustment and happiness. Thirdly, children's school adjustment had a positive effect on their happiness. Fourthly, the creative school environment had an indirect effect on children's happiness through school adjustment. The results thus demonstrate that school is a social environment that strongly influences children's happiness. Therefore, to improve children's school happiness, it is essential to consider the relationship between a creative school environment and school adjustment.

• Korean Journal of Child Studies
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• v.32 no.4
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• pp.83-97
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• 2011

The purpose of this study was to examine the relationship between socioeconomic status, maternal involvement in learning, parenting behavior and children's self-determination motivation. The participants of this study consisted of 333 fifth- and sixth-grade elementary school children and their mothers living in Seoul. The results of this study indicated that mothers with a higher educational attainment reported greater autonomy support behavior and involvement in their offspring's learning. Conversely, mothers with low incomes were found to use psychological control and were also found to be involved in learning to a lesser degree. Hierarchical multiple regression analysis indicated that children whose mothers were less involved in learning showed higher levels of self-determination motivation. Additionally, maternal support for autonomy and psychological control had a number of moderating effects on the association between maternal involvement in learning and the child's self-determination motivation. Specifically, children tended to exhibit significantly lower levels of self-determination motivation when mothers were more involved in learning among those who received less support in terms of autonomy. Conversely, children had significantly higher levels of self-determination motivation when mothers were less involved in learning when it came to those children who were under less psychological control.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.197-210
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• 1995

The purpose of this study was to investigate the relationship between social support and perception of self-confidence in children by grade, sex, and other related variables. The subjects were 136 third-graders, 143 sixth-graders, and 161 eighth-graders in public schools located in Pusan. Instruments were Harter's Self-Perception Profile for Children and the Social Support Appraisal Scale (SSAS). The SSAS is a 31-item measure that taps children's perception of family, peer, and teacher support. The data were analyzed by frequency, percentile, ANOVA, Scheffe test, Pearson's correlation, and multiple regression. The main results showed that (1) children in 6th and 8th grades perceived higher peer support than children in 3rd grade, (2) except for social acceptance, the children in higher grades perceived themselves lower in self-competence than the children in lower grades, (3) there was a positive relationship between children's perception of self-competence and social support, and (4) the variables which influenced children's self-perception were, in descending order: socioeconomic status(${\beta}=.52$), age(${\beta}=.21$), social support(${\beta}=.10$). These three variables explained 38% of the children' self-perception.

• Journal of the Korean Home Economics Association
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• v.44 no.3 s.217
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• pp.171-179
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• 2006

The purpose of this study was to clarify the relationship between the sexual knowledge of adolescents and their sexual values and interests with regards to gender and grade. The case subjects were 272 middle and high school students in Keoungbok 154 boys and 118 girls, who completed the study questionnaire. Statistical techniques used for the investigation were crosstabs, t-test, Pearson's partial correlation and hierarchical multiple regression. The results of this study were as follows: (1) There were gender and grade differences in the adolescents' sexual knowledge and their sexual values and interests. (2) The adolescents' sexual knowledge showed a positive correlation with their own sexual values and interests. (3) The adolescents' sexual interests were a stronger predictor of sexual knowledge than sexual values, gender or grade.

• Korean Journal of Child Studies
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• v.38 no.3
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• pp.19-32
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• 2017

Objective: This study examined whether the effects of fathering on school children's effortful control would be moderated by fathers' and mothers' own effortful control. Methods: The sample included 371 fourth grade children (47% boys) and their parents. Father's positive and negative parenting behaviors, parents' own effortful control and children's effortful control were assessed. Data were analyzed using hierarchical multiple regression in SPSS 18.0. Results: Parents' effortful control appeared to moderate the effect of fathering on children's effortful control. More specifically, parents' high levels of effortful control increased the effects of positive fathering on children's effortful control. Conclusion: Findings indicated that parents' effortful control tended to increase the effects of positive fathering (and lower the effects of negative fathering). This supports the importance of parents' effortful control in the development of school children's effortful control.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.157-176
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• 2014

A total of 378 $4^{th}$ and $5^{th}$ grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children's perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children's levels of school happiness. Second, parental expectations did not have an indirect effect on children's school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children's self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children's levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children's school happiness through self-esteem and achievement motivation. These findings suggest that both environmental and individual factors need to be considered together to more comprehensively explain children's levels of school happiness.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.21-37
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• 2017

Objective: The current study aimed at examining the mediation effects of children's self-esteem and self-control in learning between perceived academic achievement at $4^{th}$ grade and $6^{th}$ grade. This article proposes that perceived academic achievement boosts self-esteem and self-control in learning and both in turn, influence subsequent perceived academic achievement. We especially attempted to empirically prove that a serial multiple mediation of self-esteem and self-control in learning between the perceived academic achievement at two time points exists. Methods: We analyzed the longitudinal data of 1,881 children from the $4^{th}$ to the $6^{th}$ wave data of the '2010 Korea Children and Youth Panel Survey (KCYPS)' by means of a Hayes's PROCESS(2012) program. Results: The results revealed that perceived academic achievement at $4^{th}$ grade influenced children's self-esteem and self-control in learning at $5^{th}$ grade. Children' self-esteem and self-control in learning subsequently predicted perceived academic achievement at $6^{th}$ grade. Children's self-esteem significantly predicted self-control in learning supporting the hypothesis of serial multiple mediation. Conclusion/Implications: In conclusion, children's self-esteem and self-control in learning behaviors both mediated the association between perceived academic achievement at $4^{th}$ grade and at $6^{th}$ grade. The findings imply the importance of consideration of both psychosocial and behavioral aspects in understanding the academic performance during childhood.

• Korean Parent-Child Health Journal
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• v.12 no.1
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• pp.61-76
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• 2009

Purpose: The purpose of this study was to develop child's health assessment tools for children in child care centers. Methods: Based on the literature review and several types of workshops participated with the child health nursing professors, doctoral students, nurses in pediatric units and pediatric psychiatric units from July to December 2006, the standards of child health assessment tools were developed. Graduate students and 4th grade students in nursing were trained for health assessment and used these assessment tools to validate the content and reliability of said tools. Results: Some record forms were newly developed, including demographic characteristics, past history, present health status, behavioral problems, and appropriate developmental screening tests in child care centers were selected. For systematic health care management in child care centers, daily care report, illness log, and referral sheet were also developed. Conclusion: In the face of growing utilization of daycare and their association with increased risk of various diseases, assessment and control measures are indispensable to the promotion of child health. Children's physical and mental health and developmental problems can be assessed using this assessment tools. They can be used for establishing the direction for developing a health care service system for young children.

• Child Health Nursing Research
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• v.1 no.1
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• pp.47-58
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• 1995

This study was performed to test the validity and reliability of the Health Self-Determinism Index for Children(HSDI-C), an instrument designed to measure dimensions and strength of motivation in health behavior, to improve the applicability of the tool through application to the various samples. The convenient sample of 148 (boys=75, girls=72 third grade=42, fourth grade=22, fifth grade=32, sixth grade=52 : Caucasian=72, Asian=30, African=19) comprised the children at a chatholic elementary school in Chicago. The children completed English version of HSDI-C from December 5th, 1994 to January l0th, 1995. The findings were as follows : 1. Four factors of HSDI-C were isolated through the principal component analysis and oblique rotation, and explained 48% of the variance in total score. Low correlations among four factors were anticipated because each factor contributed uniquely, All items of the tool loaded above .30 on one of 4 factors. But items loaded on each factor in this study were very different from those in the previous studies. 2. Cronbach's alpha coefficient for internal consistency was .81 for the total items and .57∼ .81 for 4 subscales. 3. The differences of HSDI-c mean scores between boys and girls and that of among races were not statistically signifcant, but the mean score of girls and the Caucasian were relatively high. The total mean score of the scale was highest at the 3rd grade, decreased at the 4th or 5th grade, and reincreased at the 6th grade. The trend of mean score of four subscales was similar to that of total mean score. According to the results, suggested below : 1. The items loaded on each factor in this study were very different from those in the previous studies. To clear away the problem of the conceptual confusion, HSDI-C needs to be performed to various and large samples. 2. Unexpectedly, the HSDI-C mean score decreased at middle school age. A longitudinal study will be helpful to search for the change trend of the intrinsic motivation. 3. To improve the applicabilty of the HSDI-C, various reliability and validity test methods besides factor analysis or internal consistency are recommended.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.233-247
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• 2007

The relation of children's stress-coping styles to Risk of Internet Gaming Addiction(RIGA) was examined in 662 4th, 5th and 6th grade subjects. Results showed that active coping styles were negatively but aggressive and passive/avoidant coping styles were positively related to RIGA. In male students, coping styles of "active" and "passive/avoidant", "aggressive" influenced RIGA factors of "maladaptive behaviors" and "negative emotional experience". In female students, coping styles of seeking social support related positively to RIGA; coping styles of "active", "passive/avoidant", and "aggressive" influenced "maladaptive behaviors", "negative emotional experience", and coping styles of "active" and "passive/avoidant", "seeking social support" influenced "low academic attitude", RIGA factors, respectively. Coping styles of "active", "passive/avoidant", "aggressive", and "seeking-social-support" influenced "psychological absorption and fixation".