• Korean Journal of Human Ecology
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• v.16 no.6
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• pp.1231-1241
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• 2007

This study was conducted to investigate the nutrient supplement use and its related influencing factors by high school students in Chonbuk area. Self administered questionnaires were collected from 489 (urban: 268, rural: 221). Statistical data analysis was completed using a SPSS v. 10.0 program. The results are summarized as follows. According to the general characteristic of subjects, the job and education level of parents and family monthly income respectively affected the nutrient supplement use of subjects (p<0.001). According to the living area, taking a nutrient supplement of parents and nutritional information respectively affected the nutrient supplement use of subjects (p<0.001). About 42.2% of subjects, who taking a nutrient supplement, responded to take a traditional medicine type, and 24.4% of them a multivitamin. Their mothers were important recommended person. The main reason for taking was 'to recommended from parent' (38.5%) and 'recovery from tiredness' (29.6%). The main reason for not-taking was that they were health, therefore nutrient supplements were not necessary. In the future about 43.7% of urban and 33.9% of rural area responded to take a nutrient supplements (p<0.05). These findings show that the behaviors of nutritional supplement usage by subjects are not reasonable, and their supplement usage tends to be affected by general characteristics. Therefore, nutritional understanding and education that are intended to from reasonable behaviors toward nutritional supplement usage of adolescents should be provided with considering the relationship between general characteristic of subjects and supplement usage.

• The Korean Journal of Community Living Science
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• v.19 no.1
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• pp.45-54
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• 2008

The purpose of this study was to identify the relationships between early childhood socioemotional development and day care experience and daycare quality. The subjects were 116 children, age 5 years old, from 17 daycare centers. The teachers at the 17 daycare centers rated the quality of their facility while the mothers of the 116 children assessed their children's socioemotional development. Daycare experience was composed of: the time period, hours per day, and the child's starting age at enrollment in daycare. Daycare quality was measured by questionnaire developed by Park(1995). Children's socioemotional development was rated by K-CBCL (Oh et al. 1997). The results were as follows. First, starting daycare experience less than 2 years of age, attending more than 6 days per week, and attending more than 8 hours per day of daycare experience were negatively related with children's development. Second, quality of daycare such as child-centered curriculum, abundant interaction between teachers and parents, opportunity for continuing education of teachers, higher levels of rewards and incentives for teachers, and the provision of nutritious food were positively related to the children's development.

• Korean Journal of Human Ecology
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• v.7 no.2
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• pp.97-113
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• 2004

This study was to investigate the relationship between parent attachment, peer support and behavior problems of middle school students. The subjects were 591 male and female students in the first and third grade of the middle school and their mothers in Busan. The instruments used for this study were Inventory of Parent Attachment Scale, Peer Support Scale and Behavior Checklist for Adolescents. The results were as follows: 1. The first grade students had stronger attachment on father and mother than third grade. The third grade students had perceived peer support more than first grade. Female students had stronger attachment on mother and perceived peer support more than male students. And there was no significant sex difference in attachment on father. In the case of female students, internalizing and externalizing behavior problems increased grade. But, in the case of male students, there was no grade difference in internalizing and externalizing behavior problems. In the case of first grade students, there was no sex difference in internalizing behavior problems. In the case of first grade students, males had more externalizing behavior problems than females. But in the case of third grade students, females had more externalizing behavior problems than males. 2. As parent's education level was higher, students had stronger attachment on parents and perceived more peer support. As family income was higher, students had stronger attachment on father and perceived more peer support. 3. In case of female students, parent attachment and peer support were correlated negatively with internalizing and externalizing behavior problems. In case of male students, attachment on fathers and peer.

• The Korean Journal of Community Living Science
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• v.26 no.2
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• pp.249-259
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• 2015

This study examines the effects of parental leadership and verbal control modes on preschool children's leadership. The sample included 202 children between the ages of 4 and 5 and their mothers, and data were collected using an index of parental leadership, an index of parental verbal control, and an inventory of preschool children's leadership. A statistical analysis was conducted using a t-test, a correlation analysis, and a multiple regression analysis. According to the results, there were significant differences in preschool children's leadership according to the child's age. According to a correlation analysis, parental leadership and verbal person-oriented control modes had significant positive correlations with preschool children's leadership, and imperative control and position-oriented control modes had negative correlations. In addition, parental leadership and verbal control modes were significant predictors of preschool children's leadership. In particular, parents' communication skill, relationship skill, group activity skill, person-oriented control mode, and position-oriented control mode were significant predictors of preschool children's leadership.

• Journal of the Korean Home Economics Association
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• v.43 no.9 s.211
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• pp.71-84
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• 2005

The purpose of this study was firstly to identify how the characteristics of children(grades, birth order, self-consciousness), parents(age, educational level, employment status of mother, mother's parenting behavior), and context (private tutoring status, tying area) relate to children's stress and secondly to examine the relative effects of these variables on children's stress. The subjects of this study were 940(453 boys, 440 girls) children from grades 4 to 6 who were selected from three elementary schools in Seoul and Buchun. Data were analyzed with t-test, correlation, and multiple regression analysis. The results were as follows: (1) Girls get stressed easier than boys in terms of being treated distantly by their friends. (2) The study showed a negative relationship between children's stress and their self-consciousness such as general self-consciousness, teaming self-consciousness and total self-consciousness. (3) While the results showed a negative relationship between children's stress and mothers' acceptable behavior, the study revealed a positive relationship between children's stress and the mother's over protective behavior which in turn raised the children's stress level. (4) In 'total stress', it was recognized that boys were affected mostly tv grades in the children's variables category, while girls were affected by their general self-consciouness. In addition, both girls and boys were affected mostly by acceptable-refusal parental behavior in the parental variables category, and further affected by the living area in the category of conditional variables.

• Journal of Korean Academy of Nursing
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• v.3 no.2
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• pp.91-100
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• 1973

I. Objectives of the study This study attempted In examine, from a pedagogical point of view, how socially-handicapped children differ from normal ones in their family backgrounds, personality-traits. adaptability to school life, and their peer relationship. This study was made under the following hypothesis; 1. The family background of socially-handicapped children is less desirable than that of normal ones. 2. Personality traits of socially-handicapped children are less desirable than those of normal ones. 3. Socially handicapped children tend to be less adaptable to school life than normal ones. 4. Peer-relationship of socially-handicapped children is less desirable than of normal ones . II. Contents of study The thesis consists of the following five main parts; 1. Introduction 2. Related Studies 3. Procedure 4. Results 5. Summary and Conclusions III. Instruments The following instruments were used for this study; 1. Family background record prepared by the school. 2. Questionnaire prepared by the writer. 3. General personality test (written by Kim Ki-Suk and published by Korean Testing Center). 4. School activity record. 5. Sociocratic test. IV. The following conclusions were derived from the study 1, As compared with normal children, socially-handicapped ones have, in many cases, larger number of siblings, their families belong to lower economic bracket: their parents were indifferent to their children, and their mothers were less educated. 2. As compared with normal children, socially-handicapped ones are emotionally unstable, although they are the same as normal children in their sense of dominancy, responsibility, sociality, and confidence. 3. As compared with normal children, socially-handicapped ones are tardy in their learning, although they are almost the same as normal ones in their intelligence development. 4. As compared with normal children, socially-handicapped ones make friends more easily with pupils of other classes and schools rather than those of their own class or school.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.85-102
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• 2015

The purpose of this study is to investigate the variables that affect the problem behavior of children and to examine the relationships between problem behavior of young children in relation to the child's characteristics(temperament and ego-resiliency), the mother's characteristics(parenting stress and personality characteristics), and the teacher's characteristics(teacher-child relationship and emotional expressiveness). The researcher surveyed 314 parents and 56 teachers of young children in the transitional period from 32 early childhood institutes in Daejeon. The summaries of the results of the study are as seen below. First, the child's gender and mother's education were statistically significant variables in explaining the variance in problem behavior of young children. More boys than girls showed more problem behaviors and children of mothers who graduated university showed less problem behavior. Second, teacher-child relationship was the most predictive variable in problem behavior of young children. Children who had good relationships with their teachers showed less problem behavior and children who had poor relationships with their teachers showed more problem behavior. The results of this study can provide basic data for consulting and developing program to prevent and treat the problem behavior of young children to consider the development of children.

• Clinical and Experimental Pediatrics
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• v.51 no.5
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• pp.468-473
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• 2008

Purpose : Iron-deficiency anemia (IDA) is still one of the most common nutrient deficiency disorders, despite improvements in general health and nutrition. This study was designed to investigate the diagnostic values of hematological profiles, including the level of ferritin, and to evaluate the knowledge of mothers on weaning practices for infants and young children with IDA. Methods : This study was conducted on 111 infants and young children from six to 40 months of age with IDA. Their parents completed a questionnaire. IDA was defined as a level of hemoglobin <11.0 g/dL, the presence of microcytosis, a level of ferritin <10.0 ng/dL, transferrin saturation <15%, or an 1 g/dL increase in the level of hemoglobin after iron administration. The questionnaire made inquiries into their weaning practices. Results : In 111 infants and young children aged from six to 40 months, the average level of Hb was $9.5{\pm}1.0g/dL$. The prevalence of ferritin level (>10 ng/dL) was 48.6%, in spite of IDA. Seventy-four infants (66.7%) began to wean between four and six months, and 37 infants (33.3%) after seven months of age. The main food given after weaning was rice gruel. The weaning periods showed a significant relationship to the severity of anemia (P<0.05). There was no significant difference in the severity of anemia in terms of the educational levels of the mothers. Fifty-five mothers (49.5%) gave a wrong answer to a questionnaire describing that breast-fed infants aged over four months need to be fed with iron-sufficient food. Of all mothers, 49.6% took one month or more to complete the weaning process and 20% took three months or more. Conclusion : Many infants and young children with IDA have been provided with non-iron fortified foods and inadequate weaning. To improve nutritional status, especially among infants with iron deficiencies, nutritional education for mothers with infants at the weaning age must be increased and related programs must be implemented effectively.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.4 no.2
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• pp.73-88
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• 2009

This research is to observe the misbehavior of child, and identify relevance maternal propensity for perfection - one of parents factors that affect the misbehavior of child - to the misbehavior of child. The objects of this study 274 children of 3-5 years who were attending nursery schools and kindergartens in Gyeonggi province and Busan City as well as their mothers of the same number. The result of the research provides the fundamental data about the mother and child relationship with the parent's factor which gives an effect to child's misbehavior and reveals mother's psychological nature of the functional parts of a perfectionism and the disfunction as part of this.

• Korean Journal of Childcare and Education
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• v.10 no.5
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• pp.101-115
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• 2014

This study examines if self-esteem mediates the relationship between marital satisfaction and parenting practice by using the Panel Study of Korean Children of Korea Institute of Child Care and Education, and empirically analyzes if household income causes the difference of mediating effect. For this research, the 3rd Panel Study of Korean Children (2010), including 1,802 children whose average age is 25.75 months (SD=1.37), is employed. Based on the preceding studies which demonstrated the effect of marital satisfaction on mothers' parenting behavior directly and indirectly, a research model is designed by predicting that marital satisfaction might have a positive effect on parenting practice through the mediation of self-esteem. Structuring equation was used to analyze the model as the appropriate research method. The result of the data analysis utilizing a structural equation model is as follows: Firstly, the higher the marital satisfaction of a mother is, the more it influences her positive child-rearing attitude, not only directly, but also indirectly through her self-worth. Secondly, the modifying effect in accordance with the level of the income of a household was found to be meaningful only in the influences of the marital satisfaction to the self-worth. This study result suggests that the enhancement of the self-worth of a mother will contribute to improving the quality of child-rearing, regardless of the level of the income of a household.