• 한국지역사회생활과학회지
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• 제23권2호
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• pp.163-175
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• 2012

The purpose of this study was to examine the effects of mother and father's parenting efficacy, parenting stress on children's daily stress. The subjects were 292 children selected from 4 elementary schools and their mothers and fathers. Data was collected using the parenting efficacy index, parenting stress index, and children's daily stress inventory, and was statistically analyzed using t-test, one way ANOVA(Scheffe test), correlation analysis and multiple regression analysis. The study showed that there were some significant differences in children's daily stress according to the children's grade and gender. Correlation analysis indicated that the mother's parenting efficacy and children's daily stress had negative correlation, and also father's parenting efficacy and children's daily stress had negative correlation. Further, mother's parenting stress had positive correlation with children's daily stress, and father's parenting stress as well. It was also found that parenting efficacy of mother's general parenting ability, parenting efficacy of father's discipline ability, father's stress of difficult child, mother's educational distress, and children's gender were all significant predictors of the children's daily stress.

• 대한가정학회지
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• 제47권2호
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• pp.55-67
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• 2009

The purpose of this study was to investigate the effects of perceived daily stress on the adjustment of children and to examine whether social support has a moderating effect on the relationship between daily stress and adjustment. The results are summarized as follows. First, it was found that stress caused by school, family environments and friends had significant effects on the self-concept of children. In addition, it was found that stress caused by teachers/school and family environments had significant effects on achievement motivation and social behavior. Second, the interaction between daily stress and support from family and friends affected self-concept. Furthermore, achievement motivation was positively affected by the interactions between daily stress and family support, between daily stress and teacher support and between daily stress and friend support.

• 한국보육지원학회지
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• 제13권1호
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• pp.107-124
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• 2017

Objectives: The purpose of this study was to investigate the effects of children's pride and shame on their interactive peer play, mediated by their daily stress. Methods: The participants of this study were 172 five-year-old children (80 boys and 92 girls) attending kindergartens or child-care centers in Chungbuk, Korea. The data were analyzed by descriptive and correlational analyses, and structural equation modeling using SPSS 19.0 and AMOS 21.0. Results: Children's shame had a significant indirect effect on their interactive peer play, including play-disruption, play-disconnection and play-interactions, mediated by daily stress; children's shame had a significant direct effect on play interaction. However, children's pride did not have a direct effect on daily stress and an indirect effect on their interactive peer play. In other words, high levels of shame among children led to high perceived daily stress. In turn, perceived daily stress increased play-disconnection and play-disruption, while it decreased play-interactions. Meanwhile children's shame led to a low level of play-interaction among young children. Conclusion/Implications: The results imply that children's perceived shame would influence their behaviors in social contexts as well as their psychological wellbeing such as the level of daily stress.

• 아동학회지
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• 제36권1호
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• pp.85-98
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• 2015

This study aimed to investigate measures which could reduce the daily stress of 3-5-years-olds who are attending daycare centers, by examining the effects of 3-5-years-olds' time spent in daycare centers and peer competence on daily stress. To this end, two hundred and fifty 3-5-years-olds attending the same daycare for more than 6 months were selected from 5 daycare centers in Daejeon Metropolitan City and tested for their daily stress levels. In addition their teachers completed peer competence tests and a short questionnaire regarding the 3-5-years-olds. In terms of the results, those 3-5-years-olds who spent more than 7 hours or longer in daycare centers were found to have a higher level of daily stress than the 3-5-years-olds who spent less than 7 hours. Additionally, those 3-5-years-olds who returned home after 6 p.m were found to have a higher level of daily stress than the 3-5-years-olds who returned home before 6 p.m. Moreover, it was found that the more time 3-5-years-olds spent in daycare centers and the lower their peer competences were, the more daily stress they seemed to experience.

• 한국지역사회생활과학회지
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• 제21권1호
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• pp.33-51
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• 2010

The purpose of this study was to examine the effects of parenting efficacy, parenting stress on elementary school children's self-efficacy and daily stress. The subjects were 355 children selected from 4 elementary schools and their mothers. Data was collected using the parenting efficacy index, parenting stress index, children's self-efficacy inventory and children's daily stress inventory. Data was statistically analyzed using the t-test, one way ANOVA(Duncan test), correlation analysis and multiple regression analysis. The study showed that there were some significant differences in children's self-efficacy according to the child's grade, gender, scholastic achievement, mother education, father education, and income. There were some significant differences in children's daily stress according to the child's grade, gender, and scholastic achievement. Correlation analysis indicated that the maternal parenting efficacy and children's self-efficacy, especially self-confidence had a significant positive correlation, and indicated a negative correlation with children's daily stress. Correlation analysis indicated that maternal parenting stress and children's self-efficacy had a significant negative correlation, and indicated a positive correlation with children's daily stress. It was also found that scholastic achievement, educational distress of the mother, father education were significant predictors of the children's self-efficacy, and healthy parenting ability, father education, stress of a difficult child, scholastic achievement, gender were all significant predictors of the children's daily stress.

• 대한가정학회지
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• 제37권7호
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• pp.95-110
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• 1999

The purpose of this study is to analyze a relationship among the perceived rural life, daily life stress and life problem behavior of the rural adolescents. To Analyzed the relationships between the view on rural life, daily life stress and the life problem behavior, the survey was conducted on 366 rural high school students, during the period between July 1 to 9 in 1998. The major findings are summarized as follows; 1. Among the independent variables, the sex and the record influenced on the perceived rural life, daily life stress and life problem behavior. 2. There is the negative correlation between the view on rural life and the daily life stress. And also, there is the positive correlation between the daily life stress and the life problems behavior.

• 아동학회지
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• 제23권6호
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• pp.121-137
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• 2002

This study investigated relationships between the after-school extracurricular activities of kindergarten children and their daily stress. The subjects were 380 kindergarten children; they were interviewed regarding the degree of their daily stress. Their mothers completed questionnaires on the children's extracurricular after-school activities. Statistical analysis of the data showed that kindergarteners who participated in extracurricular after-school activities showed a higher degree of daily stress than children who did not. It was concluded that developmental appropriateness of extracurricular activities should be considered, and educational curricular and strategies to help children cope with daily stress due to excessive extracurricular activities should be prepared. Further research on this subject is recommended.

• 대한간호학회지
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• 제54권3호
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• pp.329-339
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• 2024

Purpose: This study investigated the moderating role of general self-efficacy (GSE) on how stress caused by pregnancy and daily hassle affect the risk of preterm birth (PTB) in women experiencing preterm labor. Methods: This cross-sectional study included 196 pregnant women experiencing preterm labor before 37 weeks of gestation. We used IBM SPSS Statistics 27 and employed Hayes process macro version 4 (model 1) and hierarchical regression to analyze the moderating effect of GSE on the relationship between pregnancy stress, daily hassle stress, and PTB risk. Results: Stress caused by pregnancy and daily hassle was positively correlated to PTB risk (r = .54, p < .001; r = .25, p < .001, respectively). While GSE did not significantly correlate with pregnancy stress, it negatively correlated with daily hassle stress (r = - .19, p = .009). GSE significantly moderated the relationship between combined stressors and PTB risk. As GSE levels increased, escalation in PTB risk in response to increasing stress levels was a more pronounced, highlighting a complex interaction between higher GSE levels and response to escalating stress levels. This model accounted for 39.5% of the variance in the PTB risk. Conclusion: Higher GSE may amplify the impact of stress on PTB risk, rather than mitigate it, which suggests a more nuanced role of GSE in the stress response of pregnant women at risk of preterm labor. GSE should be considered in care strategies, and managing its impact on stress perception and responses in pregnant women is crucial.

• 대한가정학회지
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• 제47권1호
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• pp.75-83
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• 2009

The relationship between daily stress, depression and self-mastery, and the role of self-mastery as a moderator were studied among adolescents (N = 186). Findings were as follows: (1) daily stress was positively correlated with depression, whereas self-master was negatively correlated with depression; (2) items which caused most stress to participants were related to study and peer pressure; (3) self-mastery moderated and buffered the effect of stress on depression, in particular daily stress related to the areas of study and school. Adolescents with high levels of selfmastery were significantly less likely to report symptoms of depression with increasing levels of daily stress, compared to adolescents reporting low levels of self-mastery. Granting limitations imposed by the convenience sample, the study supports the role of theoretical buffering for self-mastery in the context of stress processes, and suggests the need for developing self-mastery of adolescents by implementing empowerment models.

• 대한간호학회지
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• 제50권6호
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• pp.813-821
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• 2020

Purpose: This study aimed to identify the actor and partner effects of daily stress and dyadic coping on marital satisfaction using the Actor-Partner Interdependence Mediational Model (APIeM). Methods: Participants were 314 couples who met the study's eligibility criteria. Data were collected from March to April 2016 through apartment and cooperative company communities in Seoul. Two APIeMs of positive and negative dyadic coping were analyzed using SPSS 20.0 and Mplus 7.4. All measures were self-administered. Results: Daily stress and positive and negative dyadic coping in both spouses had direct actor effects on their marital satisfaction. Daily stress in both spouses had an indirect actor effect on marital satisfaction through their positive and negative dyadic coping. The husband's daily stress had an indirect partner effect on the wife's marital satisfaction through his positive dyadic coping, while the wife's positive dyadic coping had a direct partner effect on the husband's marital satisfaction. The husband's daily stress had an indirect partner effect on the wife's marital satisfaction through his negative dyadic coping, while the wife's negative dyadic coping had a direct partner effect on the husband's marital satisfaction. Conclusion: Dyadic coping is an effective way to deal with couple's daily hassles as it increase their satisfaction in marriage.