• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.63-79
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• 2015

This study explored the effect of mother's employment status on family environment and physical environment and psychological environment, the main concern of this which factors have effects on marital satisfactions of either employed or non-employed mothers. First, the result of analysis on family environment according to mothers' employment status shows non-employed mother's parental stress is higher than employed mother's. Besides, non-employed mother's self-esteem is lower than employed mother's, and non-employed mother's depression is significantly high. Concerning fathers' factors, the level of conflict between husband and wife is higher among husbands when their wives are employed. In the light of childrens' factors, non-employed mothers consider that their children display more negative emotion and more picky. Children's development of employed mothers is included in normal development range more than that of non-employed mothers. Second, conflict between husbands and wives have an significantly negative effect on marital satisfaction regardless wife's employment status. Husbands' cooperation in child-rearing and marital satisfaction have a positive effect on wives' marital satisfaction. The significant factor which influences on employed mother's marital satisfaction is education level of wives. This study would be meaningful in that infancy home environment was compared focusing on the mothers' employment status, and some factors which factors(variables) have impacts on marital satisfaction of infancy mothers were examined.

• Women's Health Nursing
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• v.6 no.2
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• pp.269-290
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• 2000

This study was conducted to inquire about the view on childrearing of university women for the purpose of building up the positive parent- child relationship and setting up preliminary parenting education program. The subjects were 137 university women who were freshmen to junior in one women's university in Seoul. Using the self-report questionnaire, data were collected from December in 1998 to March in 1999 and the contents which subjects wrote down were categorized by content analysis method. The results were as followed: 1. The age range of subjects were 20-22 years and main rearer was her mother(71.5%) 2. The view of subjects were revealed by 374 statements and then tied together 34 themes: 'exemplary parent model as a guider'(8.6%), 'determination for oneself' (8.0%), 'expression of love'(6.2%), 'humanity education'(4.8%), 'carrot and stick'(4.5%), 'respect of personality'(4.3%), 'sound living habit'(4.1%), 'conversation'(3.7%), 'regulation of greediness' (3.7%), 'supply of live experience'(3.7%), 'supply of broad and substantial vision'(3.5%), 'free choice'(3.5%), 'broad-mindedness'(3.5%), 'consideration'(3.0%), 'doing together'(3.0%), 'propriety education' (2.4%), 'pursuit of naturalness'(2.4%), 'looking for one's life'(2.4%), 'confidence'(2.1%), 'rearing by oneself'(2.1%), 'encouragement'(2.1%), 'cultivation of right sexual senses'(2.1%), 'desirable home environment'(1.9%), 'doing one's best'(1.9%), 'understanding'(1.6%), 'psychological intimacy'(1.6%), 'treat fair'(1.6%), 'pursuit of physical, psychological health' (1.6%), 'concerning'(1.3%), 'religious life'(1.3%), 'respect of individuality'(1.3%), 'cooperation' (1.1%), 'often-minded family'(0.8%), 'positive attitude'(0.8%). 34 themes were categorized by 12 categories once more: 'mature parenthood'(15.5%), 'acceptance' (11.5%), 'autonomy'(11.5%), 'pursuit of healthy life style'(9.4%), 'eagerness'(9.1%), 'making efforts'(8.8%), 'education'(8.8%), 'emotional bonding' (7.8%), 'respect'(7.2%), 'corporal punishment' (4.5%), 'supporting'(3.2%), 'composition of environment'(2.7%). In conclusion, we could expect that university women had a democratic view on childrearing with love and autonomy for a base. So we need to offer them nursing implementations such as preliminary parenting programs and parenting consulting in order to promote positive and interactional parent-child relationship by strengthening their desirable view on childrearing.

• Korean Journal of Childcare and Education
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• v.10 no.1
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• pp.183-199
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• 2014

The objective of this study was to examine the effects of mother's perfectionism and parenting beliefs on her preschooler's social competence. The participants were 277 mothers residing in Daejeon, Korea. Basic descriptive statistics, Cronbach's ${\alpha}$, t-test, ANOVA, and multiple regression were used for statistical treatment. The results were as follows: First, a mother's perfectionism and parenting beliefs did not differ according to her educational level. One factor of perfectionism, 'holding high standards', alone showed significant difference between highschool graduates and graduate school graduates, the latter's scores being higher than the former's. There were no significant differences in preschooler's social competence by sex or age. However, a few sex and age differences were found in sub-factors of social competence. Girls scored higher than boys on 'showing affection', and 5 year olds scored lower on 'showing affection' and higher on 'leadership' than 3 years olds. Second, a mother's perfectionism and parenting beliefs were able to explain 22.8% of variance in preschooler's social competence, the former showing more predictive power than the latter. Each of the two factors of maternal perfectionism affected five factors of preschooler's social competence in a different manner. 'Holding high standards' of perfectionism positively influenced preschooler's social competence factors such as 'social capability', 'leadership', and 'showing affection', whereas maternal 'fear of failure' had a negative impact on 'showing affection', 'disturbing'(reversed), and 'instability'(reversed). These results were discussed in relation with changes in social atmosphere and value systems, changes in child-rearing behaviors, or the construct and concept of perfectionism itself, It was suggested that these results be utilized in developing parent education programs for preschoolers lacking social competence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.417-426
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• 2019

This study examined to offer practical implications for the bullying for the prevention and response in early childhood education at the scene of the bullying that occur by to confirm the perception of the bullying to pre-service early childhood teachers. The survey questionnaire was completed by 313 pre-service early childhood teachers. SPSS Win program was used to perform frequency analysis, ANOVA. (1)The perception of bullying were significantly different according to grade and experience of child care practice, classroom observation, education program for taking preventive measure. (2)Teachers' perception about the action that can be seen as bullying followed by 'apply the violence, such as kicking, or were frequent', 'shared in things that often prevents','often to another carrier or shame in front of a friend'. (3)Perception about characteristics of bullying Perpetrators was 'aggressive behavior and talk much' and perception about characteristics of bullying victims was 'shy and not much'. (4)The reason of bullying perpetrators was 'Just for fun without a special reason' and the cause of bullying victims was 'problem of parents' child-rearing attitudes and home environment'. (5)Important institutions to combat bullying prevention followed by teacher, parents and family, community and the nation, preschool educational institution. Teachers guidance content of combat and prevent bullying was 'to be isolated from the class to infants continue to monitor'. Parents guidance content of combat and prevent bullying was 'communicate a lot and attention to children'. Early childhood education institutions guidance content of combat and prevent bullying was 'operations to come up with the bullying prevention education in educational time'. This study indicated that it is necessary to make efforts for increasing perception of bullying in pre-service early childhood teachers.

• The Journal of Korean Philosophical History
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• no.58
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• pp.245-278
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• 2018

The paper has focused on examining the sense of educational process in the light of Xugua zhuan[序卦傳], the Sequence of the Hexagrams as one among Ten Wings in I Ching, particularly on the 11 Iching-hexagrams from ch'ien[乾] to t'ai[泰]. The process involved in this part of the Book of Change can be recognized as both the micro and macro levels, which can eventually leads us to construct the circular system of thought[環相型]. This gives us a possibility to consider the values of education beyond the dualism such as intrinsic and extrinsic as well as traditional and progressive ones. Particularly some crucial defects from child-centered education have been critically examined so that the concept of education can be taken seriously in the light of the teacher-side. Thus this provides us a necessity to dub 'education' as '敎育', not as '兒育' in the Oriental context. As shown in the paper, the cosmic dual forces of I Ching also enables us to dissolve some conflicts arisen in the educational welfare system and situations, and then shows us why we should respect for the teachers' stances though we have to consider the interests of children to be educated. Thus we need to re-examine the content of the Book in the link with the Western systems of educational theory.

• 한국노년학
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• v.29 no.2
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• pp.441-458
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• 2009

The present study compared the differences in mechanisms of caregiving stress, depression, parenting behaviors, stress-coping, and social support between caregiving grandmothers and the caregiving mothers. Three caregiving groups were compared; One hundred and fifty-two grandmothers rearing their grandchild as daytime care-giver (partial caregiving-grandmother group), 152 mothers who shared the responsibilities of caregiving the same child (partial caregiving-mother group), and another 157 mothers who rear their child as daytime care-giver (primary caregiving-mother group). Predictors of parental stress for these caregiving groups were also assessed. The results indicated that partial caregiving-grandmother group had more depressed than two mother groups, but there were no differences in parental stress among three caregiving groups. In addition, primary caregiving-mothers used more problem-focused coping strategies, and more social support than did partial caregiving-grandmothers. In parental behaviors, partial caregiving-grandmothers significantly had more laxness, less overactive than two mother groups. In the analysis of hierarchical regression, overactivity and depression were significant predictors of parental stress in partial caregiving-grandmothers. On the other hand, depression, social support, and overactivity were significant predictors of parental stress in partial caregiving-mothers. In primary caregiving-mothers, overactivity, depression, and emotion-focused coping were significant predictors of parental stress. We discussed the differences of the predictors in parental stress between grandmothers and mothers.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.7 no.1
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• pp.34-43
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• 1996

In adolescence, the symptoms of depression are more various and different from those of adult. Conduct behaviours are frequently represented in adolescent's depression. The patients who have the depression and conduct disorder are defined as depressive condor disorder in ICD-10. We hypothesized that there might be different parental rearing patterns between the patients with depression alone and the depressive conduct disorder. We applied children's depression inventory (CDI), parental rating form for conduct disorder based on DSM-III-R, and parental bonding instrument (PBI) to patients and normal control adolescent group. The results were as follows : 1) There were no significant differences in severity of depressive symptoms, maternal care, maternal overprotection, and paternal care. 2) Paternal overprotection showed significant higher scores in depressive conduct disorder group than depression group and normal control group. 3) There were positive correlations in the severity of depressive symptoms and behavior problems in all subjects. 4) There were no correlations in maternal care and overprotecion with conduct problems, but with depressive symptoms in all subject. 4) There were no correlations in paternal care with conduct problems and depressive symptoms in all subjects. 5) There were significant correlations in patienral overprotective, intrusive attitudes with conduct problems, not with depressive symptoms in all subjects.

• (The)Study of the Eastern Classic
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• no.50
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• pp.179-209
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• 2013

This study takes as its text "Yangarok", the record written by Mukjae Lee Mun Geon (1494-1567) about his grandson rearing and examines the conflicts between the grandfather and the grandson. The reason it is focused on the conflicts between the grandfather and the grandson particularly among many aspects of Yangarok is that the paper notices the dual feelings of love and hatred lying in the mind of Mukjae, the subject of the narrative. Because the record of grandson rearing plainly reflects the dual elements of the grandfather, love and hatred, expectation and disappointment, and hope and resignation, it shows the acute conflicts between the two persons well. At the time of the grandson's birth, Mukjae went through a gloomy period both in family and socially. He had to taste tremendous frustration in the status as an exile pushed back from the center of the political world, and his only son was handicapped, so he could not expect his caring after that. Spending each day in such frustration, he faced the birth of his grandson just like a miracle. However, the excitedness and expectation he had in the beginning of the child raising were turned into disappointment and complaining as time went by. His change lets us think about the distance between love and hatred existing in human relations. This study analyzes Yangarok but is focused on the conflicts between the grandfather and the grandson for further discussion, so it attempts to understand Yangarok from a different perspective. First of all, Chapter 2 of this article notices the fact that cause results in effect and examines the ultimate factors raising grandfather-grandson conflicts. Next, Chapter 3 considers the concrete aspects of grandfather-grandson conflicts. Based on the above examination on the causes and aspects of the conflicts, Chapter 4 focuses on the value that Yangarok has as the material for introspection and lays the ground to think about the messages that this record implies for contemporaries.

• Journal of Korean Home Economics Education Association
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• v.29 no.4
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• pp.31-47
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• 2017

The purpose of this study was to evaluate the effectiveness of parenting education program for adolescents. Parenting education program for adolescents was developed and implemented at three secondary schools in Seoul, Chungcheong province, and Gwangju metropolitan city with focus on the following topics respectively 'parent-child communication', 'understanding fatherhood', and 'preparation for parenting based on self-understanding'. Data were collected from self-reported inventory and 97 data copies for pre- and post tests were used for analyses. Data were analyzed for frequency, percentage, paired t-test and One way ANOVA using SPSS/PC 21.0 program. The results from mean comparison of pre- and post tests were as follows. First, perception of necessity for parenting education and needs for including parenting program into regular secondary school curriculum increased statistically, which means that parenting program must be implemented regularly to meet the demands of adolescents for parenting program. Second, the main reason for not having children was 'burden for rearing children', which means that enough child-care skill and information need to be included. Third, the mean difference between pre- and post tests regarding perception of performing parents' roles was statistically significant, which means that the participants' perception of performing parents' roles became positive. Fourth, the 32 high school students participating in parenting education of 'understanding fatherhood' did not have significant difference in gender role. The 29 middle school students participating in parenting education of 'parent-child communication' had significant difference in perception of communication. The 36 high school students participating in parenting education of 'preparation for parenting based on self-understanding' had significant difference in self-esteem. This results identified the effectiveness of parenting education for adolescents. Therefore, Home Economics subject must be selected to give the opportunity of parenting education to high school students.

• Korean Journal of Culture and Social Issue
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• v.23 no.2
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• pp.295-332
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• 2017

The main purpose of this research is to analyze stress, social support and coping behavior of adults based on their level of self-efficacy. A total of 899 adults (399 male; 500 female), each with a child attending either elementary and secondary school, participated in the study. The inter-rater reliability for the open-ended questionnaire utilized in the study was 93.4%, with a Kappa coefficient of .92. The range of Cronbach α for the variables measured through a quantitative method was .87~.92. The results were as follows: First, the representative responses to the question about their most painful stress experiences were, financial difficulties, child rearing and duties of workplace. The Lower Efficacy group, compared to the Upper Efficacy group, responded much more with financial difficulties related responses. There were significant differences in the level of stress symptoms according to level of self-efficacy. The Lower Efficacy group expressed stronger levels of stress symptoms when compared to the Upper Efficacy group. Second, in terms of social support, the participants responded that they received the most help from their family members, followed by none(self), and friends. When comparing the two efficacy groups, the Upper Efficacy group responded most frequently that they received social support from their family members, whereas the Lower Efficacy group indicated none. There were significant differences in the level of relational conflicts according to the level of self-efficacy. The Upper Efficacy group showed much less conflict in parent-child relations, spousal relations and relations with their boss, compared to the Lower Efficacy group. Third, for the type of social support participants received, the most frequent response was emotional support, followed by none, and advice. Relatively, when comparing the two groups with each other, the Lower Efficacy group responded more frequently with none, whereas for the Upper Efficacy group responded more frequently with advice. There were significant differences in the amount of emotional support received according to level of self-efficacy. The Upper Efficacy group received much more emotional support from their spouses and their bosses compared to the Lower Efficacy group. Fourth, the most frequently adopted coping style to stress was self-regulation, followed by direct problem solving, and nothing(none). The most frequent response for the Upper Efficacy group was direct problem solving, whereas for the Lower Efficacy group was nothing(none). There was a significant difference in coping efficiency to stress according to level of self-efficacy. The Upper Efficacy group coped more efficiently with stress than the Lower Efficacy group.