• Korean Journal of Child Studies
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• v.10 no.1
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• pp.64-78
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• 1989

The present study investigated children's self-perceived competence as related to (1) their perception of parental warmth and control (2) age and sex of child (3) the relationship of this perception to parents' educational level and children's sex. The subjects were 303 fourth and sixth grade children selected from three elementary schools in Seoul. The instruments were a children's self-perceived competence scale, and a perception of parental warmth and control scale. Frequencies, percentiles, mean, t-test, one-way-ANOVA, and $Scheffe{\acute{e}}$-test were used for data analysis. There were significant differences in children's self-perceived competence by perception of parental warmth and control. The children who perceived more parental warmth and control perceived themselves higher in cognitive and social competence and in self-worth. Children whose parents' were college graduates perceived highest parental warmth. Fourth grade children perceived themselves higher than sixth grade children in cognitive competence and in global self-worth. Boys perceived themselves higher than girls in physical competence. Boys perceived higher parental control than girls.

• Journal of Families and Better Life
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• v.30 no.2
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• pp.65-73
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• 2012

This study investigates influence of parental attachment on school adjustment using self-perceived competence as a mediating variable for perceived school age children. The subjects were 760 children who are 4, 5, and 6 grades in 4 elementary schools at Daegu. The collected data were analyzed by single and multiple regressions that used SPSS win 19.0 The results were as follows: (1) The parental Attachment perceived by school-age children was positively associated with on school adjustment. The parental attachment level of school-age children becomes higher as the perception of school adjustment increases. (2) The parental attachment perceived by school-age children was positively associated with self-perceived competence. That is, the parental attachment level of school-age children becomes higher as the self-perceived competence increase. (3) The effect of parental attachment in the school adjustment by children was reducing explanation when controlled for the self-perceived competence. The Parental attachment that influenced the school adjustment is partially mediated by self-perceived competence. The results of this research indicates that both the quality improvement of inter-relationship between children and parents for school adjustment of school-age children and training for strengthening self-perceived competence of school-age children are important.

• Journal of the Korean Home Economics Association
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• v.45 no.7
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• pp.93-103
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• 2007

The purpose of the study was to examine the relationships between children's emotional regulation, perceived self-competence and behavior problem. The subjects were 357 elementary school students in Busan. The questionnaires on children's emotional regulation, perceived self-competence and behavior problem were used. The results were as follows: (1) According to sex, there were significant differences in children's emotional regulation scores(venting and support pursuit), and according to birth order, there were significant differences in children's perceived self-competence scores and behavior problem scores. (2) There were significant correlations between children's emotional regulation scores and behavior problem scores, and also there were significant correlations between children's perceived self-competence scores and behavior problem scores. (3) Children's perceived self-competence and emotional regulation explained children's anxiety behavior, withdrawal behavior, aggressive behavior, distracted behavior and regressive behavior.

• Korean Journal of Child Studies
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• v.21 no.1
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• pp.45-57
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• 2000

This study investigated the effects of personal (gender, school grade and causal attribution for success and failure) and environmental (mother's evaluation of their children and mother's efficacy) variables on children's perceived competence. The subjects were 595 fourth and sixth graders and their mothers selected from 3 elementary schools in Pusan. Children's perceived competence was studied under 3 categories : scholastic, social, and athletic competence. Data were analyzed by SAS/PC+ program. Internal attribution for the success had a positive influence on perceived competence while internal attribution for failure had a negative influence on perceived competence. Mother's evaluation of their children had a stronger influence on perceived competence than mother's efficacy. Mother's evaluation of their children was the most influential variable in all 3 categories of competence while secondary and tertiary variables varied by internal attribution for success or failure and by gender.

• Korean Journal of Child Studies
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• v.17 no.1
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• pp.57-75
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• 1996

The purpose of this study was to investigate relations between the congruence of parent-child beliefs and child's perceived competence. The subjects were 138 children (68 eight-year-olds and 70 eleven-year-olds) and their parents. Instruments were the modified Family Belief Interview Schedule (Alessandri & Wozniak, 1987), and Harter's Perceived Competence Scale. Data were analyzed by Pearson's product moment correlation and two-way ANOVA. There were significant differences in child's perceived cognitive competence, social competence and physical competence by degree of congruence between child's belief and maternal belief. Younger children showed a higher level of general self-worth perception while older children showed a lower level. Children who showed a high congruence of beliefs with parents perceived their competence more highly than those with low congruence. This tendency was particularly outstanding in the perception of cognitive competence, implying a positive impact of the congruence of parent-child beliefs on children's perceived cognitive competence.

• Journal of Families and Better Life
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• v.9 no.1 s.17
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• pp.131-144
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• 1991

The present study investigated childrens' self-perceived competence as related to(1) home environment variables (2) school grades and sexes of children. The subjects were 297 fourth-and sixth grade-children selected from two elementary schools on Seoul. The instruments were a children's self-perceived competence scala and the HOME scale. Frequences, correlation, two way-ANONA and multiple regression were used for data analysis. There were correlations between home environment variables and children's self-perceive competence partially. Fourth grade children perceived themselves higher than sixth grade children in global self-worth. Boys perceived themselves higher than girls in physical competence. The variables that influence on children's self-perceived competence very with their grades and sexes.

• Korean Journal of Human Ecology
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• v.14 no.2
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• pp.269-276
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• 2005

The purpose of this study is to examine, according to sex and grade, the relationship and difference between mothers' parenting attitudes and self-perceived competences of their children. 197 children of the 4th through the 6th grade were selected from an elementary school in Daejeon area. We used the Perceived Competence Scale for Children (Harter, 1982) to measure their self-perceived competence and the Mother's Parenting Attitudes Scale (1990, Lee & Park) to measure parenting attitudes of their mothers. Major findings are as follows: First, there were significant differences in the children's self-perceived competence according to their perception of parental warmth and control. Children with more perception of parental warmth and consistent control considered themselves higher in cognitive and social competences and in self-worth. Boys perceived higher mother's consistent control and positive participation in parenting-attitudes than girls. Girls perceived themselves higher than boys in global self-worth. Next, Out of the three grades the 4th graders indicated more perception of attachment, authoritarian control, and positive participation in parenting attitudes. There was statistically no difference in self-perceived competences of children according to their grades. Finally, there were correlations between mothers' parenting attitudes and perceived competences of their children. Children with more perception of parental warmth, attachment, positive participation, and consistent control showed higher level of physical competence, social competence, and global self-worth.

• Korean Journal of Child Studies
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• v.20 no.3
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• pp.97-106
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• 1999

This study investigated the relationship of children's self-perceived competence and problem behavior by age and gentler. The subjects were 301 third and sixth grade children and their parents. Two-way ANOVA and Pearson's correlation revealed significant correlations between children's self-perceived competence and their problem behavior. In particular, withdrawal behavior was related to all aspects of self-perceived competence, i.e. cognitive, social, and Physical competence, and global self-worth.

• Korean Journal of Child Studies
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• v.26 no.2
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• pp.225-242
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• 2005

This study investigated the relations between children's self-perceived competence and friendship quality by grade, sex and father/mother attachment, and the relative importance of father/mother attachment and self-perceived competence on quality of children's friendships. There was a mean difference in self-perceived competence by grade and father/mother attachment. While both 3rd graders and 5th graders showed high levels of father/mother attachment and self-perceived competence, 5th graders showed higher self-perceived competence than 3rd graders. There was a mean difference in friendship quality by grade, sex and father/mother attachment : 5th graders showed higher friendship quality than the 3rd graders, and girls showed higher friendship quality then boys. In conclusion, children's friendship quality was influenced by father/mother attachment and social acceptance.

• Journal of the Korean Home Economics Association
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• v.34 no.4
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• pp.279-293
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• 1996

In general, grandparents have been very influential resource persons on their grandchildren's gross development. Nevertheless it has been difficult to find many empirical studies that focused on the specific competence of grandchildren and showed strong evidence in its regard. Therefore this study was intented to investigate the influence of grandparents' social support on their grandchildren's social competence in the light of grandparent's social support on their grandchildren's social competence in the light of grandchildren-grandparent relationship. The subjects were 230 fifth grade children in elementary school who were 123 boys and 107 girls. Among them, 94 children were related with grandfathers, 167 children with grandmothers 101 children with maternal grandfathers and 182 children with maternal grandmothers. The questionaire was used as a methodological instrument and the statistics such as frequency, percentile, mean, Pearson's correlation, One-Way ANOVA and Scheff test were used for data analysis. The findings were as follows : 1) Children's affectional intimacy to grandparent was positively correlated with perceived grandparent's social support. 2) Perceived grandparent's social support was affirmatively correlated with grandparent-mother relationship, that is, grandchildren-grandparent relationship was mediated by mother. And 3) children who more perceived grandparent's social support than less perceived grandparent's social support were highly rated I social competence by teacher. In the result, children emotionally, informatively and instrumentally supported by paternal or maternal grandparents showed high social competence defined supported by paternal or maternal grandparents showed high social competence defined as interpersonal relationship ability on the significant level respectively.