• Korean Journal of Child Studies
• /
• v.20 no.1
• /
• pp.135-145
• /
• 1999

Little is known about the relationship between fathers and their preadolescent children in Korea or about variations in fathering by SES and sex role orientation. The purpose of this exploratory research was to examine variation in contemporary Korean fathering (e.g., warmth of fathering, frequency of father involvement, and task share of father involvement) and its influence on children's sex role development. One hundred and twenty-nine fathers, mothers, and their 11-13-year-old children completed standardized survey questionnaires addressing their childrearing practices, parental role involvement, spousal support, and sex role orientations. Data were analyzed using MANOVAs, t-test, correlational analyses, and multiple regression analyses. Mothers reported more warmth in parenting than did fathers. Regardless of sex of child middle class fathers reported more warmth than lower class fathers and lower frequency of task share than lower class fathers. Regardless of SES, fathers with working wives reported higher levels of task share of involvement relative to their spouse. Fathers who were more frequently involved with their children tended to receive greater support from their wives for paternal involvement. There were no differences in parenting by sex of child nor was fathering associated with children's sex role orientation. Girls' femininity was related to fathers' masculinity. SES, maternal support, fathers' femininity, parents' education level, and maternal work status had predictive ability for the ecological view that fathering is a dynamic process predicted by personal characteristics as well as contextual factors.

• Journal of the Korean Society of Child Welfare
• /
• no.55
• /
• pp.1-29
• /
• 2016

The purpose of this study was to investigate the influence of household income on children's academic achievement, and to identify the mediating effects of parental time and material investment in the relationship between the two variables. We utilized the third-wave data of the "Seoul Panel Study of Children Surveys(SPSC, 2006)". The major findings of the present study are as follows. First, the results show that household income has a positive influence on children's academic achievement. Second, parental material investment fully mediates the influence of household income on children's academic achievement. Among the variables representing parental material investment, the mediating effects of "purchasing of cognitively stimulating materials" and "participating in extracurricular activities' are found to be statistically significant. However, the two variables representing parental time investment ("parent activities with child out of home" and "parent involvement in school") do not have any significant influence on children's academic achievement. These results indicate that the influence of household income on children's academic achievement can be better explained by parental material investment rather than parental time investment. Implications for policy and practice are discussed.

• Korean Journal of Child Studies
• /
• v.33 no.5
• /
• pp.71-89
• /
• 2012

This study examined the characteristics of early child care teachers and the ways this influences their abilities to promote the parent-teacher partnerships. 266 early child care teachers participated in this study. Parent-teacher partnerships, communication competence, interpersonal competence, and teacher efficacy in enlisting parental involvement were measured by means of The Caregiver-Parent Partnership Scale, Global Interpersonal Communication Competence Scale, Interpersonal Competence Questionnaire and selected elements of the Teacher Self-efficacy Scale. The results indicated that parent-teacher partnerships were significantly different in terms of the characteristics of teachers. The hierarchical multiple regression analysis revealed that the communication competence, interpersonal competence, and teacher self-efficacy significantly predicted the type and quality of parent-teacher partnerships. In conclusion, improving the effectiveness of parent-teacher partnerships seems heavily dependent upon the quality and personal abilities an beliefs of early child care teachers.

• Journal of the Korean Home Economics Association
• /
• v.50 no.2
• /
• pp.25-38
• /
• 2012

The purpose of this study was to investigate how parents saw the relationship between early years educational institutions and parents, and how these perceptions were influenced by parental background factors. A total of 334 parents who sent their child to a kindergarten participated in this study. The collected data were analyzed by Chisquared test, t-test, and one-way ANOVA. The results of this study were as follows. First, parents had a high level of interest in their child's education, but little actual knowledge about the contents and strategies of education in the kindergarten setting. Second, regarding parental participation in early childhood education institutions, necessity for parents's involvement in the institutions was relatively higher than the average. Third, when considering the relationship between staff in early childhood education institutions, i.e. kindergartens, and parents both teachers and parents hoped to form a relationship in which they could freely exchange their opinions.

• Journal of Families and Better Life
• /
• v.24 no.5 s.83
• /
• pp.239-249
• /
• 2006

The main purpose of this study was to examine the relations of children's shyness and maternal involvement in children's peer relations to children's social competence, and the relative influence of children's shyness and maternal involvement in children's peer relations on children's social competence. 195 mothers of 3-year-olds and their 13 teachers in Seoul and Gyeonggi province participated in the study. The data were obtained using three kinds of questionnaires regarding shyness, parental involvement, and social competence. Findings revealed that shy children showed less popularity leadership and social participation for both boys and girls. The more orchestrations mothers exerted, the more popularity leadership boys showed. And the more advice and support mothers provided, the more interpersonal adjustment girls showed. For boys, shyness was more influential on popularity leadership than maternal orchestrations were. Findings are discussed in terms of the role of shyness in children's early social competence for both boys and girls.

• Journal of Fisheries and Marine Sciences Education
• /
• v.26 no.5
• /
• pp.1119-1128
• /
• 2014

This study was aimed at analyzing the correlation among each factor after finding out the difference between the gifted elementary students of science and general students with their parents' learning involvement, the children's intellectual curiosity and scientific creativity. The results of the study were as in the followings. Firstly, there was a significant difference in the intellectual curiosity between the gifted students and general students. Secondly, there was a significant difference in the parents' learning involvement perceived by the gifted students and general students. Thirdly, there was a significant difference in scientific curiosity of the gifted students and the general students. Forth, as the results of the correlation analysis among the talented child's father's learning involvement, the child's intellectual curiosity and scientific creativity, there was a positive correlation between the father's pursuit for appropriateness and the talented child's special curiosity, and another positive correlation between the father's encouragement for academic improvement and the child's flexibility and originality.

• Korean Journal of Child Studies
• /
• v.25 no.1
• /
• pp.47-60
• /
• 2004

This survey of 659 mothers examined maternal childrearing attitudes of over-protectiveness vs. active involvement and restrictive and/or evaluative TV/Video viewing mediation in relation to children's emotional, cognitive and social development. Data were analyzed by mean, standard deviation, Pearson's correlation, and multiple regression. Maternal over-protectiveness was highly associated with children's negative emotionality and maternal active involvement with children was the most important determinant of children's positive development. Furthermore, appropriate parental mediation of children's TV/Video viewing was related to children's higher cognitive and social ability as well as positive emotionality.

• Journal of the Korean Home Economics Association
• /
• v.39 no.5
• /
• pp.107-121
• /
• 2001

The purpose of this study was to develop a sexuality education program for early adolescents. The overall goals of the program were to not only increase knowledge and skirts, but also to improve the awareness of healthy sex in order to promote premarital abstinence, parent-teen communication and parental awareness of the importance of parental roles and responsibilities in prevention of sexual problems of the early adolescent. The program consisted of six sessions: puberty changes during adolescence, the meaning of sexuality, sexual drives in dating relationships, understanding of the risks associated with early sexual involvement and support for postponing sexual activities, managing and avoiding sexually risky situations, the importance of communications with parents about issues related to sexuality. The program evaluation had three steps: pre-test, immediate post-test and two month follow-up post test. The results showed that the program had a significantly positive effect on the improvement of adolescent's knowledge about sex, and attitudes and behaviors toward sex, particularly in the immediate post-test. At the two month follow-up assessment, the effect of the program still remained strong, though there was a sight and partial reduction which was not statistically significant. Most of the program participants expressed a high level of satisfaction with the program. Parental involvement appeared to be effective as well. Recommendations for further study include: to re-evaluate the curriculum for various other participants. In addition, further study which would compare post-test results of these participants with a comparison group of peers who did not receive the program would be valuable. The author believes that the program can be used in implementing specific subjects (sessions) in new settings, as well as implementing the entire package of the program.

• Communications of Mathematical Education
• /
• v.31 no.3
• /
• pp.291-312
• /
• 2017

The purpose of this study is to analyze the effects of parental educational involvement and mathematical attitude perceived by students on math motivation and math anxiety. The results showed that parents' educational involvement had effect on students' motivation to learn mathematics and had a significant effect on mathematics anxiety. In addition, the parents 'mathematical attitude has a significant effect on the motivation of the students, and the higher the mathematical attitude of the parents, the lower the mathematics anxiety of the students but the higher the students' mathematics anxiety. This suggests that even if the parents are educated, the parents can influence their motivation to learn mathematics, rather the more the achievement pressure becomes, the higher the educational involvement. In addition, the parents' mathematical attitude is independent of the degree of educational involvement, and parents can expect to increase their motivation to learn mathematics by nurturing with positive and positive perceptions and attitudes. In order to do this, it is a time when parents' education for the recognition of parents' right mathematics courses and their interest in education and the role of education are positively required.

• Journal of Korean Academy of Nursing
• /
• v.50 no.3
• /
• pp.349-368
• /
• 2020

Purpose: This study aimed to identify parental factors associated with smartphone overuse in preschoolers. Methods: A systematic review was conducted according to PRISMA guidelines. Relevant studies published in peer-reviewed journals from 2009 to June 2019 were identified through systematic search in 10 electronic databases (PubMed, CINAHL, Cochrane Central, EMBASE, Web of Science, NDSL, KISS, KMbase, KoreaMed, and RISS). Standardized effect sizes were calculated to quantify the associations of parental factors with smartphone overuse in preschoolers using meta-analysis. Results: A total of 30 cross-sectional studies involving 7,943 participants met the inclusion criteria. The following were negatively correlated with smartphone overuse in preschoolers: mother's parenting self-efficacy (r=-.35), mother-child attachment (r=-.28), mother's positive parenting behavior (r=-.28), mother's positive parenting attitude (r=-.25), and father's parenting involvement (r=-.15). Further, maternal factors such as smartphone addiction tendency (r=.41), parenting stress (r=.40), negative parenting behavior (r=.35), negative parenting attitude (r=.14), smartphone usage time (r=.26), employment status (r=.18), and age (r=.12) were positively correlated with smartphone overuse in preschoolers. Conclusion: Several parental factors influence smartphone overuse in preschoolers. These findings emphasize the need to assess and enhance the parental factors identified in this study to prevent smartphone overuse in preschoolers. Accordingly, we recommend the development of preventive interventions to strengthen parent-related protective factors and mitigate risk factors.