• Child Health Nursing Research
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• v.22 no.1
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• pp.45-53
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• 2016

Purpose: The study was done to investigate behavioral problems in toddlers who were born prematurely and to analyze related factors. Methods: A cross-sectional explorative study was conducted with 72 preterm birth (PTB) children at 24 to 41 months of corrected age who were born at 28 to 37 weeks' gestation. During home visits, behavior problems were assessed using the Behavior Rating Index for Children (BRIC). Using a BRIC score of ${\geq}30$, children with suspected behavior problems were grouped in the non-regular behavior group. Results: Of the children, 38.9% belong to the non-regular behavior group. The mental development index score for the Korean-Bayley Scale of Infant Development- II was higher for the non-regular behavior group compared to the regular behavior group (t=2.26, p=.027). Logistic regression analysis showed that lower maternal attachment (<96, OR=3.4, 95% CI[1.1, 10.4]) and higher parenting stress (${\geq}97$, OR=4.8, 95% CI[1.3, 17.3]) were independently related to non-regular behavior. Conclusion: PTB Toddlers are at risk for behavior problems which are associated with low cognitive performance. Maternal-child attachment and maternal parenting stress were strongly related to behavior problems in these children. More attention is needed to understand possible behavior problems in young children with PTB, particularly focusing on maternal-child interaction and maternal mental well-being.

• Speech Sciences
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• v.12 no.3
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• pp.35-48
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• 2005

This study was to examine the relationship between maternal interactive behaviors and stuttering behaviors in preschool children who stutter. Participants were twenty-four children who stutter and their mothers. For the purpose of the current study, 5$\sim$10 minutes of 50 minutes videotaped scenes originally collected to develop fluency assessment instrument were re-videotaped. They included mother-child interactions during playing with toys and reading book situations. Mothers-children interactive behaviors were assessed with Maternal Behavior Rating Sroles(MBRS) and Child Behavior Rating Scales (CBRS). And children's stuttering were assessed with Paradise-Fluency Assessment(P-FA). The results were as follows: 1) the maternal interactive behavior did not significantly differ depending on situations, but scores of maternal responsive factor were higher in the play situation than in the reading situation. 2) Maternal responsiveness might influence on promoting the children's pivotal behavior with children who stutter. And 3) the level of maternal responsiveness was the predictor of children's stuttering behaviors. The therapeutic implication of the results were discussed.

• Journal of the Korean Home Economics Association
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• v.30 no.3
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• pp.307-324
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• 1992

The purpose of this study was to examine the relationships among maternal behavior, their children's social competence and the variables related to maternal employment. The subjects were 245 4th-6th grade elementary school children and their working-mother. Park, and Lee(1990)'s KMBI and Pease et al.(1979)'s ISCS were used to measure maternal child-rearing behavior and children's social competence respectively. The major findings were as follows : 1. The significant differences in children's social competence were found according to mother's satisfaction with job and preference to job, the degree of father's support, birth order, income level, and father's educational level. 2. The significant differences in mother's child-rearing behavior were found according to mother's preference to job and the motivation of employment, the degree of father's practical support, and parental educational level. 3. Through the path analysis, maternal employment variables related directly or indirectly to each factor of social competence were identified.

• Korean Journal of Human Ecology
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• v.23 no.6
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• pp.1141-1154
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• 2014

The purpose of this study examined the moderating effect of maternal emotion-related socialization behaviors on the relations between preschooler's effortful control and prosocial behavior. In this study, subjects were 153 preschoolers and their mothers. The major results were as follows; there was a moderating effect of maternal emotion-related socialization behaviors on the relationship between preschooler's effortful control and prosocial behavior. Specifically, maternal negative emotion expression and response to the preschooler's positive emotion moderated the effect preschooler's effortful control on prosocial behavior. In conclusion, the impact of effortful control on preschooler's prosocial behavior were significant. Also, maternal emotion-related socialization behaviors(i.e., negative emotion expression and response to the child's positive emotion) affected on preschooler's prosocial behavior. The findings of the study will contribute to help maternal emotional interaction with their preschool aged children.

• Korean Journal of Child Studies
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• v.36 no.6
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• pp.59-83
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• 2015

This study examined the effects of maternal parenting behavior, relationships with friends, and relationships with teachers on the subjective well-being of children in late childhood. A total of 299 fifth and sixth grade students at elementary school (141 boys and 158 girls) participated in this study. The subjects completed questionnaires on maternal parenting behavior, relationships with friends, relationships with teachers, and their subjective well-being. The data were analyzed by means of Structural Equation Modeling (SEM). The results are as follows. First, maternal parenting behavior was found to have a direct effect on children's subjective well-being. Second, maternal parenting behavior was seen to have an indirect effect on children's subjective well-being through their relationships with friends. Third, maternal parenting behavior was found to have an indirect effect on children's subjective well-being through their relationships with their teachers. The findings from this study suggest that relationships factors established in both family and school need to be considered together in order to explain children's subjective well-being. In addition, this study emphasizes the relative importance of maternal parenting behavior in improving the subjective well-being of school-aged children, as compared to the relationships with both their friends and their teachers at school.

• Human Ecology Research
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• v.51 no.4
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• pp.403-412
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• 2013

The purpose of this study was to explore the general tendencies of maternal parenting stress, coping style, marital satisfaction and preschool children's withdrawal behavior as well as to investigate the effects of maternal parenting stress, coping style, and marital satisfaction on preschool children's withdrawal behavior. The participants involved 86 mothers of preschoolers and their teachers from one day care center and two kindergartens in Seoul and Gyeong-gi province. Maternal parenting stress, coping style and marital satisfaction were assessed by the mothers' self-reports, whereas the preschool children's withdrawal behavior was assessed by the teacher's report. The data were analyzed by using descriptive statistics, correlation analysis, t-test and multiple regressions. The collected data was analyzed by SPSS ver. 15.0. The major findings were summarized as follows: There were no differences between maternal parenting stress, coping style and marital satisfaction between mothers of boys and girls. Further, there were differences in preschool children's withdrawal behavior between boys and girls; girls showed more withdrawal behaviors than boys. Typical stress due to parenting, outsider's help coping style and marital satisfaction explained the withdrawal behavior of preschool children. As the level of typical stress increase in mothers, preschool children showed increased withdrawal behavior. Moreover, as mothers used fewer outsider's help coping style and had lower marital satisfaction, their preschool children's showed increased withdrawal behavior. In conclusion, maternal parenting stress, coping style and marital satisfaction significantly influence on preschool children's withdrawal behavior.

• Journal of the Korean Home Economics Association
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• v.36 no.4
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• pp.121-136
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• 1998

The purpose of this study was to investigate the causal resationships between children's learned helplessness, self-evaluation and the home environment which included the family's socio-economic status, parent's achieving pressure and maternal child rearing behavior. The results were as follows; The socio-economic status of home influenced on the parent's achieving pressure, maternal child rearing behavior and children's self-evaluation, but didn't influence children's learned helplessness. Parent's achieving pressure had a negative correlation with the maternal child rearing behavior and influenced children's learned helplessness, but did not influence children's self-evaluation. Maternal child rearing behavior influenced children's self-evaluation, but did not influence children's self-evaluation. Maternal child rearing behavior influenced children's self-evaluation, but did not influence children's learned helplessness directly. Children's self-evaluation had the strongest direct impact on children's learned helplessness. This was found to be a mediating factor between home environmental factor and children's learned helplessness.

• Korean Journal of Child Studies
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• v.31 no.4
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• pp.125-137
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• 2010

This study examined the pathways from maternal parenting behavior to children's school adjustment through children's emotional intelligence. The participants in this study were 436 elementary school 4th-6th graders (of which 233 were boys, and 203 were girls) in Seoul. They completed questionnaires on maternal parenting behavior, children's emotional intelligence, and levels of school adjustment. Data were analyzed by means of Pearson's correlation coefficients and structural equation modeling. It was found that maternal parenting behavior indirectly, but not directly, influenced children's levels of school adjustment through children's emotional intelligence. Children's emotional intelligence mediated the effects of maternal warmth/acceptance and rejection/restriction on levels of children's school adjustment. These results clearly indicate that emotional intelligence plays a crucial role in improving the levels of children's school adjustment.

• Korean Journal of Human Ecology
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• v.13 no.3
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• pp.381-391
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• 2004

The purpose of this study was to investigate the maternal child rearing behavior, sibling relationship, and children's social adjustment in group home and original home. Subjects of this study were 159 mothers and their children in Seoul and Gyounggi-do. Mothers responded to 'Korean Maternal Behavior Inventory', 'Sibling Relationship Questionnaire' and 'Social Maturity Scale'. The collected data were analyzed by ANCOVA, Pearson's partial correlation, factor analysis, and Cronbach's ${\alpha}$ for internal consistency by SPSS PC program(10.0 version). The results were as follows; first, there was a significant difference in maternal rearing behavior between group home and original home. Original home mothers showed higher scores in reasoning guidance, affect, authoritarian control, achievement, overprotection, active involvement, and limit setting. Second, there was a significant difference in sibling relationship among two different homes. Sibling relationship in original home was more worm, intimate, and competitive. Third, there was no significant difference in social adjustment in those homes. Finally, there were different correlations among those homes. In original home, there were significant correlations between maternal rearing behavior and children's social adjustment, but there were no significant correlations between those variables.

• Journal of Families and Better Life
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• v.30 no.5
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• pp.107-119
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• 2012

This study examined the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschoolers' social behavior. A total of 702 mothers with 3-year-olds(353 boys and 349 girls) and the children's teachers, all of whom reside in Seoul, participated in the study. Socioeconomic status was measured by maternal educational level and monthly household income. Maternal abuse and neglect were assessed by asking mothers to complete the Parent-to-Child Version of the Conflict Tactics Scales. Both mothers and teachers completed the Preschool Social Behavior Scale in order to evaluate prosocial behavior and aggression. The results indicated that both socioeconomic status and maternal abuse and neglect were significantly associated with preschool children's prosocial behavior, and socioeconomic status was significantly and negatively related to aggression. Furthermore, a structural equation model confirmed the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschool children's prosocial behavior, suggesting the need for interventions focusing on improving positive parenting and decreasing negative parenting to promote prosocial behavior.