• 아동학회지
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• 제22권1호
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• pp.19-34
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• 2001

Data for this short-term longitudinal study were collected at 4 month intervals. Subjects were 423 children attending grades 4, 5, and 6 in Pusan and their mothers. Results showed that casual models of risk and protective factors differed by sex and types of behavior problems. For boys, mother's psychological problems, children's self-control, and their self-esteem directly influenced externalizing behavior problems while mother's psychological problems and children's perceived control parenting indirectly influenced externalizing behavior problems by way of self-esteem. Mother's psychological problems and boys' self-esteem directly influenced internalizing behavior problems. Girls' externalizing behavior problems were influenced directly mother's psychological problems, children's negative emotionality, and peer acceptance. Mother's psychological problems and girls' perceived support from teachers influenced internalizing behavior problems directly. Based on these results the authors proposed an intervention program against children's behavior problems.

• 아동학회지
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• 제38권1호
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• pp.33-48
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• 2017

Objective: The purpose of this study was to investigate the mediating effects of emotional regulation abilities on the relationship between parenting behavior and preschoolers' externalizing behavior problems. Methods: A survey was conducted with the parents of 166 preschoolers; the children were attending seven different daycare centers in Seoul. Results: The results were as follows: First, emotional regulation abilities fully mediated the relationship between fathers' rejection-restriction parenting behavior and externalizing behavior problems. Second, emotional regulation abilities fully mediated the relationship between mothers' warmth-acceptance, rejection-restriction, and permissive-neglectful parenting behavior and externalizing behavior problems. Third, after controlling for fathers' parenting behavior, emotional regulation abilities fully mediated the relationship between mothers' parenting behavior and externalizing behavior problems. Conclusion: Both parenting behavior and emotional regulation abilities should be considered when attempting to understand the development of preschoolers' externalizing behavior problems. In particular, the results from this study stress the important role of emotional regulation abilities in decreasing externalizing behavior problems and buffering against the influence of negative parenting behavior.

• 한국생활과학회지
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• 제17권4호
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• pp.649-660
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• 2008

The purpose of this study was to investigate the effect of mother's self-differentiation and marital conflict on child's behavior problems. For this purpose, the data were collected from 255 boys and 211 girls and their mothers using self-administered questionaire method by Amos 7.0 program. The results of the study was as follows: First, mother's self-differentiation had a negaitive direct effect on marital conflict. Secondly, marital conflict had a direct effect on boy's behavior problems only. Finally, mother's self-differentiation indirect effect on boy's behavior problems only.

• 대한가정학회지
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• 제42권2호
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• pp.133-150
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• 2004

This study aimed to find the effect of parental experiences from the family-of-origin and childrearing behaviors on their children's behavioral problems, as well as if this path differed according to the child's gender. The subjects were 1247, 4/sup th/ and 5/sup th/ graders in eight elementary schools and their parents in Seoul, Pusan, and Daejon, Korea. The data were analyzed using the Structural Equation Modeling(SEM) to verify the theoretical models among the variables. The results showed differences between the father-child model and the mother-child model on the pathways of the impact of parental experiences from the family-of-origin upon the child's internalizing and externalizing behavioral problems through parental negative rejection and permission childrearing behaviors. Specifically, 1) the father-child model showed a gender difference on the pathways of the impact of the father's experiences from the family-of-origin upon the child's internalizing and externalizing behavioral problems through the father's rejection and permission childrearing behaviors; whereas, 2) The mother-child model showed no gender difference on the pathways of the impact of the mother's experiences from the family-of-origin upon the child's internalizing and externalizing behavioral problems through the mother's negative childrearing behaviors.

• 아동학회지
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• 제16권2호
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• pp.5-21
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• 1995

The purpose of this study was to validate the Child Behavior Checklist(CBCL) with a population of Korean children. Subjects were 415 mothers of fourth and sixth graders selected from five elementary schools in Seoul. The CBCL(Achenbach, 1991) and the Child Behavior Questionnaire(CBQ; Rutter et als., 1970) were used as a methodological instrument. Statistics used for data analysis were ${\chi}^2$, Cramer's V, factor analysis, Pearson's r, and Cronbach's ${\alpha}$. The major findings were that 102 items of the 107-item scale were found acceptable through the item discriminant method. Nine factors (anxious behavior, hyperactive behavior, immature behavior, delinquent behavior, aggressive behavior, withdrawn behavior, thought problems, somatic complaints, other problems) were extracted by factor analysis. The correlation between the CBCL and the CBQ was examined to test criterion-related validity, and the coefficient was significant (r=.78, p<.001). Finally, the internal consistency of the CBCL appeared to be at an acceptable level (Cronbach's ${\alpha}$=.83).

• 한국학교보건학회지
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• 제26권3호
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• pp.184-194
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• 2013

Purpose: The purpose of this study was to investigate predictors of behavior problems of military children in elementary school. Methods: Participants were 195 military children who were attending D-elementary school in C-city. Data were collected from July 8 to July 10, 2013, using self-report questionnaires which included Han's Externalized Behavior Problems Scale, Lee's Parent's Rearing Attitude Scale, and Hong's Friend/Teacher Support Appraisal Scale. Data analysis was performed using the SPSS/WIN 18.0 program, which included the t-test, the one-way ANOVA, Pearson correlation coefficients, and the multiple liner regression analysis. Results: The mean score of the subjects' behavior problem was 1.47/5.0 points. The degree of the score is similar to or slightly lower than that of ordinary children. There were statistically significant differences in behavior problems according to gender, grade, birth order and economic status. Behavior problems have a negative correlation with parent's rearing attitude, parent-child relationship, teacher's support, and friend's support. Influencing factors of behavior problems were teacher's support, father-child relationship, and mother's rearing attitude, which explained 20.6% of the variance. Conclusion: The finding of this study suggests there is a need to increase teacher's support for elementary students and to educate parents to improve their parenting skills by developing proper school health programs.

• 아동학회지
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• 제31권2호
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• pp.53-68
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• 2010

The purpose of this study was to explore the relationship between children's playfulness, the degree of preschool adjustment and behavior problems. The subjects were 118 children from 3 child care centers and 5 kindergartens in Kyungbuk province. Children's playfulness was measured through the children's playfulness scale (CPS) and the level of preschool adjustment was measured through the preschool adjustment questionnaire (PAQ). The modified version of Kim's (2000) Preschool Behavior Questionnaire (PBQ), created by Behar and Stringfield (1974) was used to measure the acceptability of children's behaviors. The regression and correlation analysis was performed through the use of SPSS 12, and the findings are as follows. First, there exists a meaningful correlation between the children's playfulness, the degree of preschool adjustment, and the acceptability of behavior problems. Second, the degree of preschool adjustment appears to be a reliable predictor of children's playfulness.

• 아동학회지
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• 제24권1호
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• pp.47-59
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• 2003

The influence of depression, self-esteem, and well-being components of maternal psychological environment on child behavior problems was examined in Korean and American populations. Findings were that the level of mother's self-esteem was lower in Korean than in American mothers; the level of mother's "autonomy" and "environmental mastery" was lower in Korean than in American mothers; and "somatic complaints" were more frequent in the Korean group. The relationship between maternal psychological environment and child behavior problems was greater in the American group. In the Korean group, autonomy and enviornmental mastery were negative components causing both internalized and externalized behavor problems in children. Mothers' depression was the most powerful variable, affecting internalized and externalized behavior problems in both Korean and American groups.

• 대한가정학회지
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• 제41권8호
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• pp.139-158
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• 2003

This study investigated the effects of Korean parents' family-of-origin experiences, marital conflict, open or dysfunctional communication with their children, children's coping behaviors on their behavior problems as a function of a child's sex. Theoretical models for both sexes were constructed based on the results. Two hundred and nine boys and one hundred and ninety six girls of 4th and 5th grades from two elementary schools filled out the questionnaires to assess their communication with the parents, their problem-focused coping behaviors, and their internalizing and externalizing behavior problems. Four hundred five parents of these children answered the questionnaires to assess differentiation for the family-of-origin and the marital conflict. The results were as follows. Boys' path pattern showed that the fathers' differentiation from the family-of-origin effected their sons' internalizing and externalizing behavior problems through parent-child dysfunctional communication. Girls' path exhibited two different patterns. One is that the mothers' differentiation from the family-of-origin effected their daughters' internalizing and externalizing behavior problems through parent-child dysfunctional communication. Another one is that the mothers' differentiation from the family-of-origin influenced children's internalizing behavior problems through daughters' problem-focused coping behaviors as well as parent-child dysfunctional communication.

• International Journal of Human Ecology
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• 제12권2호
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• pp.95-107
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• 2011

Recent intervention studies document that mother-child dyads with higher levels of Emotional Availability (EA) report fewer child behavior problems than dyads with lower EA. This study examines possible mechanisms that lead to this result by looking at the parent-child micro-system as a whole, with multi-dimensional relationships that include individual differences in the child's cognitive level, parental stress and parent-child interaction. A total 67 children ($1{\frac{1}{2}}$ to $5\;{\frac{1}{2}}$ years of age) and their mothers were videotaped during 30-min play interactions. Interactions were coded using the Emotional Availability (EA) Scales (Biringen, Robinson, & Emde, 1998). Mothers completed Parenting Stress Index-Short Form, Child Behavior Checklist/$1\;{\frac{1}{2}}$ - 5, and the Ages Stages Questionnaire. The findings showed that mothers with higher levels of parenting stress were more likely to be intrusive, hostile, insensitive, and had a tendency to do less structuring in play. The children of stressed and depressed mothers demonstrated less involvement and responsiveness towards their mothers. Children who have higher dyadic EA scores experienced fewer externalizing and internalizing problems. SEM analyses results showed a mediation effect of EA on the association between maternal psychological well-being and child behavior problems. Fewer deficits in child communication skills and problem solving skills that were related with lower parenting stress and depression were associated with higher maternal non-intrusiveness. Higher non-intrusiveness was related to less internalizing and externalizing problems that indicated the indirect effect of child cognitive competence. Possible interpretations and implications of the study findings are discussed.