• 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.

• Korean Journal of Child Studies
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• v.38 no.2
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• pp.119-132
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• 2017

Objective: This study aimed to examine the longitudinal relations of children's temperamental attributes (i.e., emotionality, activity, and sociability) and maternal responsiveness to overall and specific externalizing/internalizing behavior problems during the preschool period. Methods: Data (N=1,438) from the 4th and 6th wave of Panel Study on Korean Children (PSKC) were used in a series of hierarchical regression analyses. The analyses were conducted to determine the additive and interactive effects of maternal responsiveness and temperamental attributes of children at the age of 3 years on the broadband and narrowband scales of their behavior problems at the age of 5 years. Results: Overall, results confirmed the additive and interactive effects of maternal responsiveness and temperamental attributes on the levels of different domains of behavior problems. Examination of the interactive effects showed that maternal responsiveness was more strongly related to some behavior problems for temperamentally vulnerable children as compared to children with less temperamental vulnerabilities. Conclusion: The findings suggested that the beneficial effects of positive parenting on the development of behavior problems might be more pronounced for temperamentally vulnerable than for less vulnerable children.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.93-118
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• 1988

Systematic Training for Effective Parenting, developed by Dinkmeyer and McKay, is a parent education program that emphasizes social-emotional development. The present research studied the applicability of STEP to Korean mothers by examining changes in mothers' self-concept, mother's child-rearing attitudes, and children's behavior. The subjects of this study were 43 mothers of a kindergarten in Chonju City. 25 mothers were assigned to the control group and 18 mothers to the experimental group. Primary observes, consisting of 43 fathers of kindergarten children, and secondary observers, consisting of 43 Woosuk University students observed mothers' child-rearing attitudes and children's behavior. Instruments included the self-concept test by Jung Woonsik, Schaefer's Maternal Behavior Research Instrument, O Kiseon's Parent Child Relationship Test, Fear's parent questionnaire, and McKay's Adlerian Parental Assessment of Child Behavior. The mothers' child-rearing attitudes and the children's behavior are recorded by the observers and were compared with mothers' responses. The data were analyzed by MANOVA (multivariate analysis of variance), and ANOVA (analysis of variance). While the MANOVA showed no significant difference between the control and the experimental groups in changing the mothers' self-concept, differences in 5 of the 8 subfactors showed that STEP implemented positive change in the self-identity, self-satisfaction, self-behavior, personal self and family self in the experimental group. The MANOVA showed a significant difference between the two groups in changing the mothers' child-rearing attitudes. That is after participating in the STEP program, the mothers of the experimental group showed more significant progress than those of the control group. Mothers' observations of positive change in children's behavior agreed with those of the primary and secondary observers.

• Journal of Families and Better Life
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• v.32 no.2
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• pp.53-75
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• 2014

The purpose of this study was to develop and validate the "Authentic Parental Competence Scale" for mothers with school-age children. Based on a literature review, the study found that 'authentic parental competence' could be divided into parenting comperence, self-system competence, and social competence. In addition, the scale comprised three factors consisting of 43. The study collected data through behavior event interview(BEI), focus group interview(FGI), and three times Delphi investigation. The scale for mothers of school-age children consisted of a total of 129 items, which included three different dimensions (knowledge, skill, and attitude), and four factors were extracted from factor analysis following a survey of 362 mothers. The factors were labeled as "ability of developmental positive parenting," "ability of playing a role as a citizen and making social contributions," "ability of self-understanding and interpersonal relations," and "ability of self-growth and self-determination." In addition, the results revealed that the "Authentic Parental Competence Scale" showed an appropriate level of construct validity, reliability of the scales, distribution of item response, and item discrimination.

• Child Health Nursing Research
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• v.25 no.4
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• pp.425-434
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• 2019

Purpose: The purpose of this study was to construct a structural model that explains the factors affecting aggression among elementary school students and to verify their suitability. Methods: The study period was from June to August 2018. The study subjects were fifth- and sixth-graders at an elementary school. In total, 291 surveys were collected, of which 259 were analyzed. Data were analyzed using SPSS version 24.0 and AMOS version 24.0. Results: The fit of the final model was acceptable ($x^2=160.08$ [p<.001], GFI=.921, AGFI=.869, CFI=.919, SRMR=.057, and RMSEA=.086). Thus, eight of the 10 hypotheses were shown to be statistically significant. Conclusion: The results of this study indicate that positive and open parenting behaviors and training children to engage in self-control are needed to reduce their aggression. In addition, considerable attention and education are required in the home, school, and society so that children can learn to properly recognize and express their emotions and establish suitable beliefs regarding aggressive behavior.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.117-134
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• 2019

This study aims to explore the effects of the parenting education program for high-school maladjusted students. To this purpose, a parenting education program for adolescents developed by the Ministry of Gender Equality and Family(MOGEF) was applied to ten high-school maladjusted students in an alternative(Dae-an) class in Jeju. Findings from class observations and interviews with participants are as follows. First, students with school maladjustment recognized importance and necessity of positive self-concepts and had an opportunity for self-growth through parenting education program. Second, students with school maladjustment obtained understanding about their family of origin and confidence for forming their future families. Third, advance learning about meanings and roles of being a parent provided students with opportunities to know importance of responsible sexual behavior. Fourth, practices of basic care with a replica of a new-born baby enhanced participation and concentration level of students with school maladjustment which became extremely effective in obtaining necessary knowledge for the basic care. Fifth, information provision for parent roles according to children's different developmental levels let students recognize that parent's roles change as their children grow and opened a way to grasp the need of parent education. Sixth, education and repetitive practices on reflective listening helped students enhance communication skills which entailed expanding their human relations. Seventh, passing-down of emotion and understanding on child abuse allowed students recognize risks of child abuse as well as the importance and need of skills for controlling emotion. This study sheds lights on the feasibility and effectiveness of a parenting education program for maladjusted or vulnerable students as an effective program for school drop-out prevention.

• The Journal of Korean Academy of Sensory Integration
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• v.21 no.3
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• pp.65-78
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• 2023

Objective : In this study, we aimed to investigate the effectiveness of family-centered intervention conducted with caregivers of children with autism spectrum disorder (ASD) in South Korea through a systematic literature review. Methods : Previous studies published from 2011 to 2021 were searched through RISS, KISS, and DBpia. The search terms applied included "autism spectrum" OR "general developmental disorder" OR "high-functioning autism" OR "Asperger's" AND "parent education" OR "family-centered intervention" OR "parent coaching" OR "parent training" OR "family participation." A total of 11 experimental studies were chosen based on the selection criteria. Results : According to the findings on the general characteristics of the study participants, intervention strategies, and effects of the intervention, it was observed that the majority of children with ASD who participated in the study were preschool-aged, and the majority of participating caregivers were mothers. The effects of family-centered interventions were evident in both children and parents. In children, the most significant effects were observed in interaction and communication skills. In parents, a reduction in parenting stress and an improvement in parenting efficacy were observed. The intervention strategies employed in the study varied, with sensory integration intervention, responsive communication, and interaction-centered intervention being the most commonly used, followed by developmental-centered intervention, positive behavior support (PBS), and parent-mediated intervention based on pivotal response treatment (PRT). Conclusion : The results of this study are significant in that they confirm that family-centered intervention is effective not only in improving the functioning of children with autism spectrum disorder, but also in reducing parenting stress and enhancing parenting efficacy, and provide evidence for clinical use.

• Journal of Korean Academy of Nursing
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• v.47 no.2
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• pp.233-241
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• 2017

Purpose: The purpose of this study was to examine the effects of parental stress, social support, and coping behavior on burnout among mothers caring for children with cerebral palsy. Methods: Participants in this cross-sectional, descriptive study were 185 mothers who completed a self-report structured questionnaire. The data were analyzed using descriptive statistics, t-test, one-way ANOVA, correlation and multiple linear regression analyses with IBM SPSS Win 22 program. Results: Parental stress and coping behavior were strong predictors of burnout among mothers of children with cerebral palsy. These variables explained 50.0% of the variance in burnout. Social support was not a predictor of burnout. A higher level of burnout was associated with higher levels of parental stress and lower levels of social support and coping behavior. Conclusion: Mothers of children with cerebral palsy are vulnerable to burnout. These results show that effective strategies for reducing parental stress and improving positive coping behavior are needed to reduce burnout in these mothers.

• Journal of Music and Human Behavior
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• v.4 no.1
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• pp.1-20
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• 2007

Mothers of Children with Disabilities have many difficulties in parenting because of their children's disabilities. The purpose of this study was to examine the effects of a Group music psychotherapy programs on parenting stress and self efficacy, and to explore the experiences of the mothers who participated in the program. Twenty mothers of children with disabilities participated in this study. These twenty mothers were divided into 10 mothers of each group. The Experimental group participated in the Group music psychotherapy programs, while the control group did not. The Group music psychotherapy program was implemented for 8 weeks. To prove the effects of the program, pretest-posttest control group design was applied. The differences between pre-test and post-test of two groups were analyzed using independent t-test. The quantitative results of the study were as follows: First, a significant differences was found between the experimental group and control group in parenting stress level. Second, a significant differences was found between the experimental group and control group in self-efficacy level. From the qualitative analyses, four themes emerged from the decrement of parenting stress; Positive change of recognition about their children, Getting rid of stress, Keeping their composure, and Sharing of their emotions. And three themes emerged from the increment of self-efficacy; Discovery of oneself, New stimulus, and Mental support. All the result described above shows that group music psychotherapy program gives positive effect to decrease in parenting stress and also to increase in self-efficacy. And new possibility and effectiveness can be proposed in the music therapeutic approach to the parents of children with disabilities.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.457-465
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• 2019

The purpose of this study is to identify factors that affect the language development of infants. For the analysis, data of three years from the first year (2008) to the third year (2010) of the 'Panel Study on Korean Children (PSKC)' were constructed and panel analysis was conducted. The subjects were 2,150 infants who participated in the questionnaire, and the language development of the infants was measured using the communication scores of the K-ASQ test provided by the Korean children's panel. In addition, the factors influencing the language development of infants derived from previous studies were introduced into the model. As a result of the analysis, it is shown that the fixed effect model with fixed individual error of the panel is suitable through the Hausman test. The higher the cognitive development level of the infant, the more positive parenting behavior of the infant, respectively. The conclusions and suggestions about the characteristics of the parents and the parents affecting language development were introduced.