• Korean Journal of Child Studies
• /
• v.17 no.1
• /
• pp.173-188
• /
• 1996

The purpose of this study was to examine the relation of stress and perceived social supports to problem behavior during childhood, with particular emphasis on the main and stress-buffering effects of perceived social supports. Such demographic data as parents' educational level, father's job, mother's employment, family income, and child's sex and age were also in chided in the study. Statistical techniques were ANOVA, t-test, and multiple regression. Major findings were that behavior problems of children increased with children's stress and decreased by perceived social supports. Perceived social supports moderated the relation between children's stress and problem behavior. Children's stress and perceived social supports differ by educational level of parents, father's job, and family income. Behavior problems of children were differed by family income, father's educational level and job. Children's stress and behavior problems differed by sex and age in some sub-domains, but perceived social supports did not differ by children's sex and age. Perceived social support from friends was the most influential factor affecting children's problem behavior. Therefore, friends may be considered the most important source of social support that is available for adjustment and for coping with stress during childhood.

• Korean Journal of Child Studies
• /
• v.24 no.4
• /
• pp.29-40
• /
• 2003

Data were collected from 392 4th and 6th grade students by questionnaires and analyzed by Pearson's correlation, ANOVA and multiple regression analysis. More problem behavior was reported by 4th than by 6th graders and by boys than by girls; the gender difference was larger in 4th than 6th graders. Low school satisfaction, authoritative parenting, male gender, and higher age predicted problem behavior. Within group variables that predicted problem behavior were low authoritative parenting, low school satisfaction. Male gender, and low self-control in the 4th graders ; low self-control and school satisfaction in the 6th graders; low authoritative parenting and school satisfaction in girls ; and low school satisfaction, higher age, and low self-control in boys.

• Korean Journal of Child Studies
• /
• v.20 no.3
• /
• pp.97-106
• /
• 1999

This study investigated the relationship of children's self-perceived competence and problem behavior by age and gentler. The subjects were 301 third and sixth grade children and their parents. Two-way ANOVA and Pearson's correlation revealed significant correlations between children's self-perceived competence and their problem behavior. In particular, withdrawal behavior was related to all aspects of self-perceived competence, i.e. cognitive, social, and Physical competence, and global self-worth.

• Journal of Families and Better Life
• /
• v.28 no.3
• /
• pp.139-150
• /
• 2010

The main purpose of this study was to examine pathways from maternal parenting behavior to externalizing problem behavior through deviant peer affiliation and self-concept. A sample of 405 high school students (184 boys and 221girls) in the Gyeonggi-do region of South Korea completed questionnaires focusing on maternal monitoring and adolescent deviant peer affiliation, self-concept, and externalizing problem behavior. Data were analyzed by structural equation modeling. The results demonstrated that maternal monitoring indirectly influences adolescent externalizing problem behavior through deviant peer affiliation and/or self-concept. When maternal monitoring was perceived as low by adolescents, they were more involved with deviant peers. This was followed by a more negative self-concept. Finally, negative self-concept resulted in more externalizing problem behavior by adolescents. The results emphasize that deviant peer affiliation plays a crucial role in increasing adolescent externalizing problem behavior.

• Korean Journal of Childcare and Education
• /
• v.15 no.2
• /
• pp.59-76
• /
• 2019

Objective: The purpose of this study was to analyze the structural relationship and influence of parents' family interaction, parenting efficacy, and child internalizing and externalizing problem behaviors. Methods: 1,418 children and their parents, and survey data from a panel study on Korean children (2014), were used to analyze the structural equation model. Results: First, the mother's family interaction had direct influence on their parenting efficacy, as well as their child's internalization and externalization. Second, the father's family interaction had a direct influence only on the internal problem behaviors of the child, and child external problem behaviors were influenced through the father's parenting efficacy. Third, parenting efficacy mediated the effects of family interaction on the problem behavior of children. Especially, the father's family interaction was found to affect child variables through the mother's parenting efficacy. Finally, the internalizing problem behaviors of the child mediated the effects of the parents' family interaction and parenting efficacy on child externalizing problem behaviors. Conclusion/Implications: The results of this study are significant in that the factors of father, mother, and child are interrelated, and that parent interaction has varying influence on the problems of their children.

• Korean Parent-Child Health Journal
• /
• v.9 no.2
• /
• pp.161-169
• /
• 2006

Purpose: The purpose of this study was to identify the problem behaviors of children with developmental disabilities and to verify the difference of problem behaviors on the family characteristics. Method: The participants were 61 couples who were 3-9 years-old children with developmental disabilities and their mothers. And the data was collected from July to Oct. 2004. To measure the perception of problem behaviors, Eyberg Child Behavior Inventory (ECBI) were used that modified by Song(1992) and Kim(2006). Result: 'Gets angry when doesn't get his or her own way', 'Is easily distracted' were frequent with children with developmental disabilities. As a result of analysing problem behaviors(intensity and number) on the family characteristics, education level of mother was significant statistically. Conclusion: The results of the present study suggest that developing health programs for children with developmental disabilities and their mothers are need which can be applied for various nursing fields like hospital, community health center and so on.

• Child Health Nursing Research
• /
• v.14 no.4
• /
• pp.405-414
• /
• 2008

Purpose: The purpose of this study was to examine the effect of parent- adolescent communication on self-concept and problem behavior of adolescents. Method: The participants in this study were 480 students from middle schools in Daejeon City. Data were collected from May 19 to 30, 2008 and analyzed using SPSS WIN 14.0 version. Result: The mean scores for communication with fathers and mothers were 2.98 and 3.35 respectively and for self-concept, 2.80. The highest reported percentage for problem behavior over the past year were going to the noraebang (Karoki) or videobang (PC Cafe) (78.6%). Significant differences were found for the influence of parent-adolescent communication on self-concept and problem behavior. Communication with fathers and with mothers was positive correlated (r=.365, p<.001). The difference in self-concept for communication with fathers was F=60.40, p<.001, and with mothers, F=51.74, p<.001 and for problem behavior, for communication with fathers, F=3.33, p<.05, and with mothers, F=10.05, p<.001. For self-concept and communication with fathers the correlation was r=.512, p<.001, with mothers, r=.453, p<.001 There was a negative correlation between self-concept and problem behavior(r=-.248, p<.001). Conclusion: This results suggest that practical parent-adolescent communication programs should be developed and applied to bolster communication of adolescents with their parents.

• Korean Journal of Human Ecology
• /
• v.17 no.6
• /
• pp.1051-1063
• /
• 2008

This study was to investigate the relationships between stress coping strategies, emotion regulation ability and behavior problems with children from low-income families and middle-income families. Subjects were 171 children from low-income families and 228 children from middle-income families, 4th - 6th grade in elementary school. The major findings are followings: (1) The level of emotion regulation ability in children from low-income families was lower and active stress coping strategies were less than children from middle-income families. In the behavior problem, children from low-income families were higher than children from middle-income families. (2) The stress coping strategies(active/ social support) in children from low-income families were related with internal behavior problem(anxiety /withdrawal). And the emotion regulation ability was related to the children's behavior problem. (3) Regression analysis model showed that emotion-regulation ability was the most influential factor to the children's behavior problem, and children from low-income families with aggressive coping strategy showed hyperactive behavior problem. So, the education/therapy programs for children from low-income families have to be developed and practiced in schools, local children centers and so on.

• Journal of Digital Convergence
• /
• v.17 no.1
• /
• pp.457-465
• /
• 2019

This study was designed to develop a positive behavior support model for children in child care institutions. For this purpose, a demand survey for PBS was conducted with 55 child care institution staff members. 76% of the respondents responded that PBS is needed to prevent problem behavior and can be a good alternative for personality education, and approximately 70% responded that they are willing to implement PBS. The specifications of the model are suggested as follows. First, the preparation step would consist of establishing a support team, educating staff members about PBS, selecting expected behaviors, assessing the current baseline behavior, and setting up a universal PBS environment. The application step would consist of instructing social skills, implementing reinforcement, personal goal-setting and assessing behavior, educating trouble-making students, and monitoring. Finally, at the outcome assessment period, measuring the change in target behavior from the pre-intervention to the post-intervention stage, change in social skills and academic achievement, and social validity is suggested. It is expected that application of this model to children in child care institution will decrease problem behaviors of students, enhance desirable behaviors, and boost the staff members' efficacy.

• Korean Journal of Child Studies
• /
• v.15 no.2
• /
• pp.141-152
• /
• 1994

The purpose of this study was to investigate the goal and strategy differences in the Social Problem Solving (SPS) according to ages and interaction targets of children. The subjects were 48 children between the ages of 3, 4 and 5 years. Their SPS behavior was observed as it occurred naturally in free play interactions. The data were analysed by one-way ANOVA, Duncan's multiple range, repeated measures, and t-test. The results showed that there were significant goal and strategy differences in SPS behavior according to age and interaction targets of children.