• Journal of Families and Better Life
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• v.26 no.5
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• pp.155-163
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• 2008

This study examined the relationships between children's stress about obsesity and depression. In order to expand the study on the relationships, special attention was given to the possible moderator effects of child's ego-resiliency. The subjects were 494 4th and 6th graders residing in Seoul. It was found that 6th grade children's stress about obesity and depression was higher more than 4th graders in every boys and girls. Otherwise, 4th grade children's ego resiliency more higher in girls, 6th grade children's ego resiliency more higher in boysn. Children's stress about obesity was significantly related with the levels of childre's depression. The results indicated that children's higher obesity stress was related to higher levels of children's depression. Children's ego resiliency were found to be a significant moderator of relationship between children's obesity stress and depression. These findings indicated that children's ego resiliency could fuction as a protecting factor for children who perceive obesity stress.

• Korean Journal of Childcare and Education
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• v.13 no.2
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• pp.97-114
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• 2017

Objective: This study examined the association between mother-child communication and preschool children's peer competence mediated by ego resiliency Methods: The data from 318 preschool age children and their mothers in Seoul and Gyung-Gi province were used for this study. Mothers reported mother-child communication using three subscales from the revised parent-child communication inventory(Barnes & Oslom, 1982). This study used four subscales from the Korea Personality Inventory for Children (KPI-C)in order to calculate children's ego resiliency and used six subscales from the Child Behavior Scales(Ladd & Profile, 1996). The data were analyzed using Multiple Regression in SPSS 19.0. Results: Positive mother-child communication predicted a higher level of children's ego resiliency and peer competence. Ego resiliency fully mediated the association between mother-child communication and prosocial competence, rejection against peers and insecurity. And positive mother-child communication predicted lower levels of children's aggression, dissociality and irritability. Its association was also mediated by ego resiliency. Conclusion/Implications: These findings indicated that a mother's positive communication with their child would enhance children's ego resiliency and peer competence in preschool children. Thus, the efforts to facilitate parents' positive communication skills in parent education can be promising for preschool children's positive development.

• Korean Journal of Childcare and Education
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• v.17 no.3
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• pp.19-37
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• 2021

Objective: The purpose of this study was to examine the effects of parent play support beliefs and children's playfulness on children's ego-resiliency. Methods: The participants for this study were 236 young children aged 3 to 5, their parents, and teachers in 19 daycare centers located in Seoul and Gyeonggi Province. Descriptive statistics, bivariate correlations, and hierarchical regression analysis were conducted. Results: The major findings were summarized as follows. First, overall, the level of parents' play support beliefs, children's playfulness and ego-resiliency tended to be high in the present sample. Second, mothers' play support beliefs and children's active participation in play were significantly and positively associated with children's ego-resiliency. Third, parents' play support beliefs had no moderation effect on the effects of children's playfulness on their ego-resiliency. Conclusion/Implications: The results of this study suggest that parents' play support beliefs and children's playfulness are effective in improving children's ego-resiliency.

• Korean Journal of Child Studies
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• v.34 no.3
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• pp.179-190
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• 2013

This study investigated the influences of ego-resilience, positive affects, and negative affects on stress levels in children. The subjects were 245 5th-graders. The results indicated that : (1) Ego-resiliency and positive affects were significantly positively related to each other, and these variables were significantly negatively related to negative affects and stress. (2) Ego-resiliency had a direct effect on children's stress. Additionally, positive affects and negative affects mediated between ego-resiliency and stress; this means children who had high ego-resiliency experienced more positive affects, which led to lesser negative affects and reduced levels of stress.

• Korean Journal of Child Studies
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• v.35 no.3
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• pp.1-14
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• 2014

This study examined the moderated mediating effect of stress by self-concept on the influence of ego-resiliency on school adjustment in children. The participants consisted of 278 4th-graders, who completed self-report questionnaires designed to assess ego-resiliency, school adjustment, self-concept, and stress. The results indicated the following: First, stress mediated the effect of ego-resiliency on school adjustment. Second, self-concept moderated the effect of stress on school adjustment. Third, the mediating effect of stress on the influence of ego-resiliency on school adjustment was moderated by self-concept. The mediating effect of stress was statistically significant when self-concept was positive, but was not statistically significant when self-concept was negative. Methods to improve children's school adjustment are also included, based on the results of this research.

• Journal of Families and Better Life
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• v.31 no.6
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• pp.1-9
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• 2013

The purpose of this study was to investigate the relationships among control parenting, early adolescents' ego-resiliency and peer attachment. The subjects were 2,346 1st-year middle school students from all over the country. Korean Children and Youth Panel Survey(2010) data were analyzed by means of Pearson's correlation, hierarchical regression, and by the use of SPSS 19.0. The results of our study are as follows. First, parents' control parenting operated as a major determining factor with the effect that peer attachment decreased as parents' control parenting levels increased. Second, early adolescents' ego-resiliency operated as a major determining factor with the effect that peer attachment increased as adolescents' ego-resiliency levels increased. Finally, the interaction effects of parents' control parenting and early adolescents' ego-resiliency on peer attachment were observed.

• Korean Journal of Childcare and Education
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• v.10 no.6
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• pp.347-368
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• 2014

The purpose of this study was to examine whether there was a difference in the recognition and teaching strategies for the young child's behavioral problems according to teachers' socio-demographic variables and ego-resiliency level by analyzing survey responses from 238 teachers of 3, 4, and 5-year-old children. This study found that the group of teachers with the education level of junior college graduation or higher showed higher degree of recognition of children's behavioral problems than the group of teachers with a lower level of education. And the group of teachers at kindergartens showed a higher degree of recognition of children's behavioral problems than the group of teachers at day care centers. Regarding the difference according to the level of ego-resiliency, the group of higher ego-resiliency showed higher degree of recognition of children's behavioral problems than the group of lower ego-resiliency. In terms of teachers' teaching strategies for the behavioral problems, differences were recognized at sub-categories. To explain, differences were recognized in accordance with the teachers' age and career as well as their education level and work place; the higher the teachers' age, career, and education the more often they used the positive prevention strategy I. And teachers at kindergartens resorted to the negative response strategies more often than those at day care centers. Finally, the teaching strategies for the behavioral problems according to the teachers' ego-resiliency, group differences were seen in all the sub categories. The result of this study suggested that the need to develop and apply such programs for pre-service teachers and for teacher reeducation reflect those variables.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.43-60
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• 2014

This study examined the influence of children's self-concept, self-efficacy, self-resiliency and school adjustment on life satisfaction. Data were collected from 582 fifth and sixth graders in Seoul and Gyeonggi-do. The results of this study are as follows. First, self-concept, self-efficacy, and school adjustment were all confirmed as variables that had direct or indirect influence on life satisfaction. Of these, it was found that school adjustment and self-resiliency turned out to have a more direct influence on children's life satisfaction. Second, as for the greatness of direct influence on school adjustment, which mediates the ego-related variables and life satisfaction, self-efficacy, self-resilience, and self-concept proved to be greater in that order. Third, self-concept turned out to be the variable that had the greatest influence on school adjustment and life satisfaction when taking into consideration of both the direct and indirect influence. It was confirmed that it could be more effective to compose an intervention method for the promotion of life satisfaction case by case for short term goals.

• Korean Journal of Childcare and Education
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• v.7 no.4
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• pp.183-203
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• 2011

The purpose of this study was to understand the influence of psychological well being and family strength on children's self-resilience. Subjects were consisted of 250 5-year-old children attending private kindergartens located in Seoul and Gyeonggi province, and their mothers. The results were as follows: First, with regard to some sub-components, such as the satisfaction of life, the relationship of families, and the sharing value between family members, those of mothers who had college diploma or higher were significantly higher than those of mothers who had educational attainments equal to and lower than those of high-school graduate. But with regard to confidence and cheerful personality, those of children with mothers who had educational attainments equal to and lower than those of high-school graduate were significantly higher than those of children with mothers who had college diploma or higher. Second, there were partial correlations among mother's psychological well-being, family strength, and self-resilience. Third, mother's psychological well-being was found as important variable in explaining children's self-resilience.

• Korean Journal of Childcare and Education
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• v.11 no.3
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• pp.85-102
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• 2015

The purpose of this study is to investigate the variables that affect the problem behavior of children and to examine the relationships between problem behavior of young children in relation to the child's characteristics(temperament and ego-resiliency), the mother's characteristics(parenting stress and personality characteristics), and the teacher's characteristics(teacher-child relationship and emotional expressiveness). The researcher surveyed 314 parents and 56 teachers of young children in the transitional period from 32 early childhood institutes in Daejeon. The summaries of the results of the study are as seen below. First, the child's gender and mother's education were statistically significant variables in explaining the variance in problem behavior of young children. More boys than girls showed more problem behaviors and children of mothers who graduated university showed less problem behavior. Second, teacher-child relationship was the most predictive variable in problem behavior of young children. Children who had good relationships with their teachers showed less problem behavior and children who had poor relationships with their teachers showed more problem behavior. The results of this study can provide basic data for consulting and developing program to prevent and treat the problem behavior of young children to consider the development of children.