• Journal of Families and Better Life
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• v.26 no.5
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• pp.155-163
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• 2008

This study examined the relationships between children's stress about obsesity and depression. In order to expand the study on the relationships, special attention was given to the possible moderator effects of child's ego-resiliency. The subjects were 494 4th and 6th graders residing in Seoul. It was found that 6th grade children's stress about obesity and depression was higher more than 4th graders in every boys and girls. Otherwise, 4th grade children's ego resiliency more higher in girls, 6th grade children's ego resiliency more higher in boysn. Children's stress about obesity was significantly related with the levels of childre's depression. The results indicated that children's higher obesity stress was related to higher levels of children's depression. Children's ego resiliency were found to be a significant moderator of relationship between children's obesity stress and depression. These findings indicated that children's ego resiliency could fuction as a protecting factor for children who perceive obesity stress.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.137-156
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• 2014

The current study examined the relations between sixth-grade elementary school children's perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children's daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children's optimistic thinking was positively related to subjective well-being. Second, children's optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children's subjective well-being, especially when they experience higher levels of daily hassles.

• Human Ecology Research
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• v.62 no.2
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• pp.249-259
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• 2024

The purpose of this study was to identify the longitudinal mediating effects of peer attachment on the relationship between psychological school environment and children's sense of community. Data on 1,088 children were obtained from the 10^th, 11^th, and 13^th Panel Study on Korean Children in the 3rd 4th, and 6th grades. The data were analyzed using descriptive statistics, Cronbach's α, Pearson's correlation, a latent growth model, and a multivariate latent growth model. All analyses were conducted in SPSS 25.0 and AMOS 23.0. The principal results were as follows. First, children's peer attachment gradually decreased over time. Moreover, individual differences existed in the initial values and rates of change. Second, the psychological school environment in the 3rd grade positively influenced children's initial peer attachment, which then exerted a positive impact on children's sense of community in the 6th grade. Second, the psychological school environment in the 3rd grade negatively influenced children's rates of change, which also exerted a positive impact on children's sense of community in the 6th grade. Finally, the initial value and rates of change of peer attachment were significant mediating effects of the relationship between the psychological school environment in the 3rd grade and children's sense of community in the 6th grade. The findings highlight the necessity of creating a psychological school environment that develops peer attachment and a sense of community among children.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.129-139
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• 1993

The purpose of this study was (1) to explore the dimensions of children's self-esteem and (2) to explain the development of children's self-esteem through a short-term longitudinal approach. 219 children in 1st, 3rd, and 5th grades participated twice once each year over a 2 year period. Factor analysis, Pearson's correlation, Cronbach alpha, pairs t-test, and MANOVA were conducted. Instruments used in this study were made by present researchers. The results showed that (1) children's self-esteem consisted of the cognitive-competence self, peer-related self, teacher-related self, family self, negative self, and physically competent self: (2) the lst and 2nd grade children's self-esteem was higher than that of 3rd-6th grade children and the 3rd grade children's self-esteem changed little until they reached 5th grade, but the 6th grade children's self-esteem decreased.

• Journal of the Korean Home Economics Association
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• v.47 no.7
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• pp.59-71
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• 2009

This study examined the effects of social capital and ego-resilience of children perceived parent-child relationship and sociodemographic variables on their school adjustment. The subjects were 384 4th, 5th and 6th grade students living in Gyeong-gi and Incheon. Collected data was subjected to descriptive statistical analysis, Pearson’s correlation, t-test, one-way ANOVA and multiple regression analysis. Results were : (a) Children’s school adjustment varied with their grade in school, birth order and mother’s employment. (b) Social capital of parent-child relationship, ego-resilience, and school adjustment were correlated with one another. (c) Control was the strongest predictor for children’s school adjustment.

• Korean Journal of Child Studies
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• v.4
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• pp.11-21
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• 1983

The purpose of this study was to investigate the relationship between internal locus of control in children and parents' child rearing attitudes which children perceive. For this purpose, 198 fifth grade boys and 163 fifth grade girls were randomly selected and their perception of their parents' child rearing attitudes and their locus of control were measured. Children's locus of control was measured by A Locus of Control Scale For Children of Nowicki & Strickland (1973) which was translated into Korean and item analysis of which was done. Ami Children's perception of their Darents' child rearing attitudes measured by Parent-Child Relationship Inventory which was constructed in Korean Testing Center. For the data analysis, t-test and two-way analysis of variance were applied and Pearson correlation coefficient was computed. The results of the present study were as follows; 1. The correlations between children's perception of their parents' child rearing attitudes and locus of control in children were significant partly. Especially, internal children reported their parents as showing less rejective attitude and less different child rearing attitude between father and mother. 2, Sons were more influenced by their parents' child Learing attitudes than daughters in the development of locus of control 3. Maternal child rearing attitude was more influential than paternal child rearing attitude in the development of locus of control.

• Journal of Family Resource Management and Policy Review
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• v.20 no.4
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• pp.35-47
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• 2016

This research aimed to observe adolescent children's use of time and to discover the parent-related factors that affect adolescent children's use of time. The subjects included 2,092 fourth-grade elementary school students and 2,108 first-grade middle school students. We used data from the Korean Children and Youth Panel Survey. We tested sociodemographic factors, parents characteristics, and time usage, and we studied these factors using SPSS version 23.0; the results are as follows. Firstly, in the subordinate scope of the child-rearing attitude of parents, affection fourth-grade elementary school students(M = 1.83) and first-grade middle school students(M = 2.02). Inconsistency had an effect on fourth-grade elementary school students(M = 1.99), and first-grade middle school students(M = 2.12). Excessive expectations had an effect on fourth-grade elementary school students(M = 2.40) and first-grade middle school students(M = 2.55). Over-involvement had an effect on fourth-grade elementary school students(M = 2.68)and first-grade middle school students(M = 2.80). Finally, giving reasonable explanations had an effect on fourth-grade elementary school students(M = 1.51)and first-grade middle school students(M = 1.68). Secondly, in fourth-grade elementary school students(M = 463.35) and first-grade middle school students(M = 378.75). Further, studying hours during weekdays had an effect on fourth-grade elementary school students(M = 456.15) and first-grade middle school students(M = 460.86). Free activity hours during had an effect on fourth-grade elementary school students(M = 390.54) and first-grade middle school students(M = 387.11). Sleeping hours during holidays had an effect on fourth-grade elementary school students(M = 544.85) and first-grade middle school students (M = 511.74). Studying hours during holidays had an effect on fourth-grade elementary school students (M = 484.86) and first-grade middle school students (M = 511.74). Free activity hours during holidays had an effect on fourth-grade elementary school students(M = 518.68) and first-grade middle school students(M = 509.73). Thirdly, by observing the relative influence of related factors on adolescent children's use of time, grade(${\beta}$ = -.284), gender(${\beta}$ = -.208), over-involvement(${\beta}$ = -.380), supervising(${\beta}$ = -.217), and (${\beta}$ = .243) in terms of the child-rearing attitudes of parents was found to affect study hours($F=2.595^{**}$). The education level of fathers(${\beta}$ = -.144) results in(${\beta}$ = 1.991) and longer free activity hours for children($F= 4.116^{***}$). This research can be used to study the influence of parents'child-rearing attitudes on adolescent children's use of time and to suggest the role of parents in adolescents' ability to manage time effectively using practical.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.37-53
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• 2009

This study researched aspects of gender and grade related to the after-school happiness of lower grade elementary students and the correlation between the children's happiness and their stress and playfulness. Results of surveys and interviews of 124 lower grade elementary students who attended 4 after-school programs in Seoul showed that : (1) there were no gender differences in happiness but first graders were the happiest, then 2nd graders and the 3rd graders who were the least happy. (2) Children's happiness correlated negatively with stress. (3) There was no relationship between children's overall happiness and playfulness, but there was a negative correlation between happiness and playfulness under the sub-category of cognitive spontaneity. Results were discussed in relation to the Korean socio-cultural environment.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.64-78
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• 1989

The present study investigated children's self-perceived competence as related to (1) their perception of parental warmth and control (2) age and sex of child (3) the relationship of this perception to parents' educational level and children's sex. The subjects were 303 fourth and sixth grade children selected from three elementary schools in Seoul. The instruments were a children's self-perceived competence scale, and a perception of parental warmth and control scale. Frequencies, percentiles, mean, t-test, one-way-ANOVA, and $Scheffe{\acute{e}}$-test were used for data analysis. There were significant differences in children's self-perceived competence by perception of parental warmth and control. The children who perceived more parental warmth and control perceived themselves higher in cognitive and social competence and in self-worth. Children whose parents' were college graduates perceived highest parental warmth. Fourth grade children perceived themselves higher than sixth grade children in cognitive competence and in global self-worth. Boys perceived themselves higher than girls in physical competence. Boys perceived higher parental control than girls.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.10-29
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• 2023

Grit or perseverance as a factor for student success and life has gained increasing attention. Statistical methods have been the norm in analyzing various aspects of grit, but they do not address the transient and dynamic behavior well. We, for the first time, developed two linear dynamical models that specifically address the feedback structure of a child's desire to achieve a high grade point average (GPA) and the necessary effort that will increase stress between parents and a child. We call the dynamical model as GSES (Goal, Status, Effort & Stress). The two dynamical models incorporate the positive (i.e., achieving a high GPA) and the negative sides (i.e., effort and elevated stress and thus unhappiness) for being gritty or perseverant. Different types of parenting style and a child's characteristics were simulated whether parents and a child are empathetic or stubborn to their expectations and stress (i.e., willing or unwilling to change). Simulations show that when both parents and a child are empathetic to each other's expectation and stress, the most stable situations with minimal stress and effort occur. When a stubborn parent's and a stubborn child were studied together, this resulted in the highest elevation of stress and effort. Stubborn parents and a complying or empathetic child resulted in considerably high stress to a child. Interference from parents may unexpectedly result in a situation in which a child's stress is seriously elevated. The GSES model shows the U-shaped happiness curve (i.e., reciprocal of stress) caused by the increasing and then decreasing goal