• 아동학회지
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• 제23권1호
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• pp.37-54
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• 2002

The purpose of study was to examine child emotion regulation as a function of child's sex, temperament, mother's emotion regulation, and mother's parenting. The subjects were 386 mothers of fifth or sixth graders in Seoul and Kyonggi province. The data were gathered through questionnaires developed for the current study. The major findings were as follows: 1) There were significant sex differences in some categories of child's emotion regulation. 2) The more active the child's temperament, the child showed more negative emotion regulation(venting, aggressive expression, avoidance). 3) Mother's negative emotion regulation was significantly related to the child's negative emotion regulation. 4) There were significant correlations between mother's parenting and child's emotion regulation. That is, mother's positive parenting was related to child's positive emotion regulation. 5) The relationship between mother's emotion regulation and child's emotion regulation was mediated by mothers' parenting.

• 아동학회지
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• 제21권1호
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• pp.307-322
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• 2000

This study examined the relation between parent attachment, peer rejection, and friendship in 768 eighth grade students and victimization by peers in early adolescence. The subjects reported on father attachment, mother attachment, and victimization. Victimization was also rated by peers and teachers. The subjects were assessed on peer rejection and friendship(number of friends and presence of a best friend). The results indicated that (1)Father attachment and mother attachment were negatively related to self-reported victimization; (2)Peer rejection was positively related to victimization; (3)The number of friends was negatively related to victimization rated by peers, and victimization rated by peers varied as a function of the presence of a best friend only for girls; (4)The relation between parent attachment and victimization was not mediated by peer rejection or friendship, which indicated that parent attachment had a direct influence on victimization.

• 아동학회지
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• 제21권1호
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• pp.201-214
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• 2000

This study was designed to investigate the teacher belief related to children literacy between Korea and U.S.A. using the quantitative research. The instrument for this study was constructed with 35 Likert-scaled questions in a survey questionnaire. Additionally, this study found that there existed significant difference with 20 questions between Korea and U.S.A. based on teacher's belief related to children's literacy and relationship between teachers who learns the whole language and the scores of teacher beliefs about literacy in the research. Seventy-six teachers who work at early childhood settings in State College, Bellefonte, Pleasant Gap, and Lemont in Central Pennsylvania participated in U.S.A. and ninety-one teachers who work at early childhood setting in Seoul and Pusan in Korea participated in this survey. This research has provided a framework for investigating the teacher beliefs about teaching literacy in order to discover the whole language effect on the system of teacher beliefs. This study focused on teacher beliefs towards the whole language approach between Korea and U.S.A.

• 아동학회지
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• 제26권6호
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• pp.201-216
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• 2005

The social behaviors of 177(84 girls, 93 boys) 5-6 year olds were rated by the SCBE teacher questionnaire. Mothers reported on their reactions to children's negative emotions and on children's emotionality by questionnaires. Results showed that girls' emotionality was related to maternal punitive responses and their withdrawn behaviors. Maternal emotion-focused reponses were associated with boys' social behaviors. Maternal distress reactions were correlated with girls' prosocial behaviors; maternal punitive responses were related to girls' prosocial and withdrawn behaviors. Maternal emotion-focused responses were associated with girls' aggressive behaviors. Partial correlation analysis indicated girls' emotionality was not related to their withdrawn behaviors when maternal punitive responses were taken into account.

• 성인간호학회지
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• 제17권5호
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• pp.783-792
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• 2005

Purpose: This study was conducted to meta-analyze the effects of hardiness on health-related variables. Method: After review of 19 studies performed by Korean nurses, research variables, statistical data(r or F), and other methodological data were extracted and coded. Research variables were categorized under 5 groups such as health-related behavior, well-being, adaptation, stress, and support according to conceptual similarity. Using SAS program, 20 research variables and 34 effect sizes were calculated after eliminating heterogeneous data by Q-test, Results: Effects of hardiness on whole research variables was .512 and ranged from .322 to .643 by categories. The greatest effect was obtained from well-being category, whereas the smallest effect from stress category. All effect sizes were statistically significant. But fail-safe numbers were small and failed to achieve reasonable tolerance level. Conclusion: Results of meta-analysis indicated that hardiness has a moderate effect on health-related variables. But for improving the reliability of the results by minimizing publication bias, the more hardiness studies should be done.

• 대한가정학회지
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• 제45권9호
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• pp.27-36
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• 2007

This study explored the relationships among child temperament, mothering daily hassles, and children's social adjustment in 254 kindergartens and childcare centers. The mothers of the participants completed the measures of child temperament and mothering daily hassles. The social adjustment in daycare was assessed through the rating provided by the children's teachers. Correlations and regressions were used for the analyses. The results showed that sociability, activity and soothability were related to social adjustment that attention-span, soothability, emotionality and activity were related to the mothering daily hassles that mothering daily hassles by children's challenging behavior were negatively related to the social competence and positively internalizing problems and that sociability and activity were useful to predict children's social adjustment in kindergartens and childcare centers.

• 아동학회지
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• 제21권4호
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• pp.81-103
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• 2000

Two sub-standies were conducted to analyze attachment related variables in infants and characteristics of maternal behavior. The first study investigated the relationships among attachment related variables in infants. The sample consisted of 58 pairs of 11- to 13- months-old infants and their mothers. A significant relationship was found among attachment security, infant temperament and maternal sensitivity. There were differences between security scores of the easy and difficult infants. Securely attached infants were rated as easier temperamentally than insecurely attached infants. The second study analyze maternal behavior characteristics. Subjects were this 30 mothers whose children were between the ages of 2 months and 24 months. The results identified four types of maternal behaviors. This study suggests different method of assessing subjective attributes of individuals by introducing Q-methods to the field of child development.

• 아동학회지
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• 제30권3호
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• pp.1-21
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• 2009

Using samples of working mothers with 0-to-47 month old children extracted from the National Longitudinal Survey of Youth (NLSY), this study investigated effects of mothers' job characteristics on parenting behaviors and young children's motor, social, and cognitive development. Date were analyzed by descriptive statistics and multiple regression analysis. Results indicated that (1) job dissatisfaction was negatively related to children's development. (2) Working fewer hours was positively associated with mothers' cognitively stimulating parenting behaviors. (3) Total earnings were a positive predictor of mothers' emotional support. (4) The availability of a flexible hour benefit was positively related to mothers' cognitive stimulation level but the availability of a paid sick and vacation days combined benefit was negatively related to mothers' cognitively stimulating parenting behavior.

• 재무관리논총
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• 제3권1호
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• pp.179-211
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• 1996

This study examines whether trading mechanisms or market microstructures of markets have an effect on the integration issue of the international equity market. If the international equity market is integrated, identical stocks listed on different international stock exchanges should have the same rates of return, the same characteristics of stock price behavior and similar distributions of return. If different market microstructures, or trading mechanisms cause differences in characteristics of stock price behavior, those can lead to different rates of return because of different liquidity risk for the same stocks between markets. This study proposes international asset pricing with liquidity risk related to trading mechanisms. Systematic risk by itself cannot predict the sign of expected rate of return difference for the same stocks between international markets. Liquidity risk factors related to market microstructure provide explanations for the sign of rate of return differences between markets, However, liquidity risk factors related to market microstructure do not have a significant effect on the rate of return differences and sensitivity of return differences between markets, Trading mechanisms or market microstructures might not have a significant effect on the interpretation of the international equity market integration studies, if trading volume or other factors are controlled.

• 아동학회지
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• 제26권4호
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• pp.173-188
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• 2005

To examine relationships between learning-related social skills(LRSS) and literacy development a sample of 167 children aged 5-6 years were selected from 3 preschools in Seoul. Instruments for measuring LRSS were the cooperation, assertion, and self-control scales of the Social Skills Rating System (Gresham & Elliott, 1990) and the mastery behaviors scales of the Child Behavior Rating Scale (Bronson, et al. 1990). Literacy development was measured by the Concepts about Print(Woon, 1999), the Learning Readiness Scale(Korean Educational Development Institution 1998), and the Writing Development Scale(Lee, 1997). Teachers rated children's LRSS. Data were analyzed by mean, standard deviation, t-test, bivariate correlation, and regression analysis. LRSS correlated with children's literacy development. Mastery behaviors were the best predictor of literacy development.