• Journal of the Korean Home Economics Association
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• v.43 no.3 s.205
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• pp.233-249
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• 2005

The aim of this study was to construct a pre-parent education program for unmarried university students on theological, practical, and psychological bases. Literature related to this subject was reviewed. and the social needs of pre-parent education, the developmental-psychological needs of university students, and the satisfaction of a pre-parent education program were investigated. A pre-parent education program consisting of 3 thematic areas was identified for future parents: the need to improve knowledge, attitudes, and skills. The program content areas were; self awareness, family life-cycle and parental role and social issues arising from dysfunctional family behavior. Multiple instructional strategies were used such as lectures, video tapes, reflective thinking, discussions, debates, role-plays, group presentations, and personality inventories over the course of 16 weeks. The assessment also identified 3 thematic areas and demonstrated improvement of knowledge, altitudes, and skills in the 3 areas.

• Korean Journal of Childcare and Education
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• v.14 no.1
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• pp.41-62
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• 2018

Objective: This study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of the Respected Parents & Respected Children(RPRC) parent education program developed for working mothers of dual-income families with young children. Methods: A total of 32 working mothers were randomly assigned to two groups, an intervention group (n = 16) and a control group (n = 16). Mothers in the intervention group participated in the parent education program. After the termination of the program, differences between the pretest and posttest in terms of mothers'parenting behaviors, parenting efficacy and parental role satisfaction were compared in both groups. Results: Mothers in the intervention group were significantly improved in their parenting behaviors and parenting efficacy, whereas mothers in the control group did not show any significant differences between pretest and posttest scores. However, there was no significant difference in parental role satisfaction between the intervention group and the control group. Conclusion/Implications: These findings suggest that RPRC parent education program is effective in bringing about positive changes in working mothers'parenting confidence, which can be crucial for the future developmental outcomes of their children.

• The Korean Journal of Community Living Science
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• v.18 no.4
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• pp.539-553
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• 2007

The present study examined the effects of parent-education administered during divorce procedure on the perception of parent-education programs. The subjects were 60 couples who were in divorce procedure at the Seoul Family Court and had children under 20 Subjects were divided into three groups of 20 couples each: a control group, and experimental group 1 and experimental group 2 that were homogeneous in demographical and legal backgrounds. Experimental group 1 was shown pamphlets and videos on the role of divorced parents, and experimental group 2 was shown pamphlets and videos on the role of divorced parents as well as given explanations about the contents of the pamphlets and videos. No treatment was applied to the control group. According to the results of the experiment, the two experimental groups showed improvement in their perception of the necessity for parent-education programs. Demand for the number of sessions and hours, and the effect was higher in experimental group 2 than in experimental group 1. With regard to the necessity of parent-education programs, experimental group 2 was positive particularly to mandatory injunction, the payment of education fees and expectation of helpfulness. All three groups expected that parent-education programs would be helpful.

• The Korean Journal of Community Living Science
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• v.21 no.2
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• pp.179-190
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• 2010

The purpose of this study is to examine the relationships between gender, gender role identity, parents' affectionate behaviors and care in Chinese middle school students. Also, this study examines the differences in care among Chinese middle school students with respect to parent's socio-demographic variables. The subjects were 478 3rd grade middle school students in Tianjin, China. The major findings were as follows. There were significant differences in care of Chinese middle school students with respect to mother's job and age. In other words, a higher level of care of Chinese middle school students was shown in students who had an unemployed mother, labour mother or mothers of 46 years and over. As result of examining the main effects of gender, gender role identity and parent's affectionate behaviors caring for Chinese middle school students, there were significant with respect to gender role identity and parents' affectionate behaviors. Masculinity, femininity and androgyny identity demonstrated a higher care than undifferentiated identity. Also, a higher level of care was associated with higher parents' affectionate behaviors. There were interaction effects caused by gender and gender role identity in care for Chinese middle school students. Also, there were interaction effects caused by gender and parent's affectionate behaviors on the nature of care for Chinese middle school students.

• Korean Journal of Child Studies
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• v.15 no.1
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• pp.187-203
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• 1994

This study investigated the relation of androgynous parent's child-rearing practices to children's self-perceived competence by comparison of the effectiveness of androgynous people as parents compared with parents who are other-typed in their sex-role identity. The subjects were 362 third and sixth grade children and their parents selected from two elementary schools in Seoul. The instruments were a children's self-perceived competence scale, a perception of maternal warmth and control scale, a perception of paternal warmth and control scale, parent's self-esteem scale, and parent's sex-role identity scale. Frequencies, percentiles, mean, ${\chi}^2$ test, two way-ANOVA, one way-ANOVA, Cronbach's ${\alpha}$ and $Scheff{\acute{e}}$-test were used for data-analysis. The major findings showed that (1) Androgynous and masculine fathers had higher self-esteem than feminine or undifferentiated fathers. Androgynous, masculine, and feminine mothers had higher self-esteem than undifferentiated mothers. (2) There was no difference in children's perception of parental warmth and control as related to parent's sex-role identity. Androgynyous parents were not more likely to be authoritative parents. (3) Sons of androgynous parents had higher self-perceived competence than those of sex-typed parents, while daughters of sex-typed parents had higher self-perceived competence than those of androgynous parents.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.171-179
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• 2017

The purpose of this study was to examine the effect of the actor and partner effects of the parental sex-role attitude on the parent-child relationship by using the Actor-Partner Interdependence Model (APIM). Specifically, this study focused on the examination of the actor and partner effects of the parental sex-role attitude in married couples with immigrant women who have children under 5 years old. For the analyses, a total of 5,531 couples who participated in the National Survey on Multi-cultural Families were included and the major findings are as follows. First, the couple's sex-role attitude had a statistically significant actor effect on the parent-child relationship. Parents who were more conscious of gender equality displayed a better parent-child relationship and this effect was greater in the case of the father's attitude than the mother's. Second, the father's sex-role attitude had a statistically significant partner effect on the mother-child relationship, whereas the mother's attitude did not. Third, the couple's actor effects were greater than their partner effects and this means that the personal sex-role attitude has a greater impact on the parent-child relationship than the partners' attitude. The implication and limitations derived from these empirical-scientific database results and related studies in educational program of gender equality attitude for multi-cultural families.

• Journal of Families and Better Life
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• v.23 no.1 s.73
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• pp.99-111
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• 2005

The purpose of this study was to discriminate important variables among general self-efficacy, peer attachment, and parent-child communication that could predict internalizing problems(anxiety, depression) of Korean children of divorce. The participants were 101 children aged from 10 to 13. They completed questionnaires and discriminant function analyses were performed. The results showed that (a) the discriminant function derived from 3 variables was effective in classifying high, moderate, and low group of children's anxiety and depression, (b) parent-child communication plays a key role in predicting anxiety and general self-efficacy plays a key role in predicting depression of Korean children of divorce, (c) but peer attachment plays a significant role only to predict depression. This means that anxiety and depression of Korean children of divorce result from different kind of interactions among children's important contexts.

• Journal of Families and Better Life
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• v.27 no.2
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• pp.227-241
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• 2009

This study examined to find out mediating variable between ordinary stress and anxiety-depression. The subjects were 2,844 4th grade elementary school in Korea. The instruments used were questionnaires about anxiety-depression, ordinary stress, anger control ability and negative self-concept. Data were analyzed by t-test and regression. Major findings were as follows: (1) There were significant difference in parent-, appearance-, possession-related stress, anger control ability, negative self-concept and anxiety-depression according to sex. (2) Parent-, schoolwork-, peer-, appearance-related stress and anger control ability had a significant effect on the anxiety-depression. The principal finding was that anger control ability had mediating role between ordinary stress(schoolwork-, peer-, appearance-related stress) and anxiety-depression in male, one side parent-related stress and anxiety-depression in female. (3) Parent-, schoolwork-, peer-, appearance-related stress and negative self-concept had a significant effect on the anxiety-depression. The principal finding was that negative self-concept had mediating role between ordinary stress(parent-, schoolwork-, peer-, appearance-, possession-related stress) and anxiety-depression in male, one side parent-, peer-related stress and anxiety-depression in female.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.416-428
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• 2019

The purpose of this study is to provide basic data for the development of pre-parent education program by grasping parent role recognition, educational needs and readiness of unmarried men and women. The subjects were 196 unmarried male and female students from K-do. Data were collected from November 1st to 20th, 2018, and analyzed using IBM SPSS WIN/21.0 to get frequency, percentage, average, standard deviation, t-test, ANOVA, sheffe-test, paired t-test, and IPA matrix. The average score of recognition of social pre-parent role was $3.41{\pm}0.27$ (out of 5 points), educational needs was $3.48{\pm}0.41$ points (out of 4 points), and educational readiness was $2.65{\pm}0.57$ points (out of 4 points). educational needs being higher than educational readiness. Through IPA matrix analysis, the area to be strengthened was 'family relation or parent role', and 'self understanding' was the area to encourage putting effort into other evaluation attributes. The area where no further effort is needed and needs improvement in the future was 'spouse selection and marriage', and 'pregnancy and childbirth' and 'child rearing' were the areas to intensively improve. Therefore, there is a need for establishing a standardized strategy in the area A, which has high degree of readiness and needs. Also, it is necessary to take strategies and countermeasures to raise the readiness of area C with low degree of readiness and needs, rather than accepting it as an unnecessary area of further effort input.

• Korean Journal of Child Studies
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• v.33 no.6
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• pp.207-225
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• 2012

This study examined the meanings of reflective utterances fathers regarding their paternal role and the relationship of this to the process of a reflective parent education program for fathers whose children had been referred to psychotherapy. The subjects were 2 fathers aged in their late-thirties of 2 children with emotional behavioral problems. The father education program consisted of contents based on object relation theory. The reflective dialogues between fathers and the parent educator in the process of the program were analyzed. The meanings of the reflective utterances made by the fathers were indicated to be the understanding of the relationship between child's problematic behaviors and family dynamics, a reflection on their oppressive child rearing behaviors, the awareness of the necessity for emotional exchange with family members, the importance of cooperation between both the mother and father when it comes to child rearing, and the values at the heart of being together with children. The implications of the results were also discussed.