• 아동학회지
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• 제13권2호
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• pp.251-272
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• 1992

The purpose of this study is to investigate the relationships among the beliefs of parents and children, children's cognitive and emotional behavior based on cognitive and interreactionary approach models. The Subjects were 138 children (68 eight-year-olds and 70 eleven-year-olds) and their parents. Instruments used in this study were the modified Family Belief Interview Schedule(Alessandri & Wozniak, 1987), the Standard Achievement Test, and Harter's Perceived Competence Scale. Data analysis was by Pearson's r product moment correlation, two-way ANOVA, Fisher-Z test and Student-Newman-Keuls post-hoc test. The major findings are as follows: (1) The beliefs of parents and children has a significant influence children's perception of competence. (2) The congruence of parents' and children's beliefs was hightest in "assumed similarity". (3) Mother's positive view of their children and congruence of mother's and father's beliefs were correlated with children's academic achievement. Parents' positive beliefs and congruence of beliefs were also correlated with children's self-perception of competence.

• 대한가정학회지
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• 제50권5호
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• pp.25-38
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• 2012

Drawing on social and cultural capital theory, the study investigates the influences of social capital and cultural capital on the academic achievement of children in out-of-home care. We collected data from 494 children living in out-of-home services, including institutional care facilities, foster care homes, and group homes. To analyze the collected data, a multiple regression analysis method was used. In addition, the IV (instrumental-variables) estimation was utilized to rule out the possibility of reverse causality. The level of children's social capital was measured through children's relationships with parents and friends, parental monitoring, etc. The level of children's cultural capital was measured by their cultural activities, such as going to museums, and playing musical instruments. Children's personal characteristics and placement history in out-of-home services were used as control variables. We found that among personal characteristic variables, self-esteem, depression and anxiety, and delinquency affected the academic achievement of the children. Cultural capital, but not social capital, positively affected the level of academic achievement of the children. Based on the study results, implications for child welfare practice were discussed.

• 한국가정과교육학회지
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• 제7권1호
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• pp.47-55
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• 1995

The purpose of this study were to identify the importance of father’s roles on children. A survey was carried out on 458(227 boys and 231 girls) 6th-graders at randomly chosen 4 elementary schools in Kwangju. Frequency, percentage, average, standard deviation and Pearson’s coefficient were checked and one-way ANOVA, Duncan’s multiple range test and multiple regression analysis were also carried out on the collected data. The results were as follows; 1. Evaluation of fathers’role performance depending on background variables ranged from 46.17 to 58.51 points(equivalent to 61.56∼78.01 points in the 100-point scale). Background variables that caused statistically significant difference were children’s sex, fathers’religion (whether they had one or not) fathers’education, monthly family income and decision-makers at home. The degrees of fathers’role performance were higher when the answerers were girls, when fathers had religions, when fathers educational level was higher, when the family income was higher, and when all family members participated in the decision-making. 2. Evaluation of children’s achievement motivation depending on background variables ranged from 77.17 to 84.34 points( equivalent to 68.90∼75.35 points in the 100-point scale). Background variables that caused statistically significant differences were children∼s sex and decision-makers at home. Children∼s achievement motivation were higher in the case of girls and when all family members participated in the decision-making. 3. When it comes to the children’s achievement motivation in relation to father’s role performance, 1)The overall aspect of fathers’ role performance caused significant differences in children’s achievement motivation. 2) The influence of fathers’role performance on children’s achievement motivation was highest in the investigation-faciliator role (${\beta}$=2.5) and then the economic role (${\beta}$=.14) and the valuetransmitter role (${\beta}$=.14). The explanative power of these variables was 22%.

• International Journal of Human Ecology
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• 제6권2호
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• pp.25-35
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• 2005

The purpose of this study was to examine the effects of family-school relations on children's school adjustment with divorced mothers. Subcategories of the family-school relations were family participation in decision making, family help for schools, learning activities at home, school help for families, and school-home communication adopted from Epstein's parent involvement theory. Sub categories of children's school adjustment were delinquent behavior and academic achievement. The sample of this study included 3,367 children from first to fifth grade who lived either in a two-parent or one-parent home. Among them, 411 children with divorced mothers were analyzed. Independent t-test, Pearson's correlations, stepwise regression analysis were all conducted. Findings suggested that children with divorced mothers showed higher delinquency and lower academic achievement than children in intact families. Sub categories of family involvement and school involvement were correlated in divorced families. Children's delinquency was predicted by three of the family-school relation factors, which were school-home communication, family help for schools, and school help for families. Children's academic achievement was predicted by ail factors.

• 한국아동복지학
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• 제55호
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• pp.1-29
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• 2016

본 연구는 서울아동패널 3차년도 데이터를 활용하여 가구소득이 아동의 학업성취에 미치는 영향을 확인하고, 그 과정에서 부모의 시간적 물질적 투자가 매개효과를 지니는지를 살펴보았다. 그 결과, 가구의 소득은 아동의 학업성취에 통계적으로 유의한 정적인 영향을 미치는 것으로 나타났다. 특히 가구소득과 아동 학업성취의 관계를 설명하는 구체적인 매개 경로를 파악하기 위해 부모의 시간적 투자와 물질적 투자가 아동의 학업성취에 미치는 영향을 분석하였다. 그 결과, 부모의 물질적 투자를 나타내는 변수들(인지적 자극물 제공, 교과 외 활동 투자)을 통해 가구소득이 아동의 학업성취에 미치는 영향이 매개되는 것을 확인할 수 있었다. 그러나 부모의 시간적 투자를 나타내는 변수들(부모와의 외부활동, 부모의 학교생활 관여)에서는 통계적으로 유의한 매개효과가 확인되지 않았다. 이러한 결과를 바탕으로 교육불평등에 대한 사회복지 영역에서의 정책적 실천적 개입 방안을 제언하였다.

• 한국사회복지학
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• 제61권4호
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• pp.287-306
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• 2009

본 연구에서는 서울아동패널 1-3차년도 자료를 이용하여 학교만족도가 학업성취에 미치는 영향을 분석하였다. 특히 본 연구는 학업성취와 학교만족도 간의 인과관계의 규명에 한 걸음 더 나아가기 위하여 종속변수와 독립변수간의 시간적 순서를 고려한 분석과 자기회귀 교차지연모형을 활용하여 두 변수의 종단적인 관계를 살펴보았다. 분석결과 학교만족도가 학업성취도에 미치는 영향이 보다 유의미한 것으로 나타났다. 이러한 결과는 아동의 학교만족도를 통해 학업성취도 향상을 유인하려는 학교에 기초한 사회복지 지원프로그램의 타당성을 보여주는 것이다.

• 한국의상디자인학회지
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• 제13권3호
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• pp.31-43
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• 2011

This study investigates the differences in the purchasing behavior of infant & children's wear with the features of children and consumers. This study conducted a survey on female buyers of infant & children's wear. 558 questionnaires were analyzed by using SPSS 18.0 statistic program with factor analysis, Cronbach's ${\alpha}$, cluster analysis, ANOVA, and paired t-test. The results are as follows: 1. The buyer's value was identified with 3 factors: mental achievement value, social achievement value, and pleasure value. Three types of group by values were identified: group seeking mental social achievement, group seeking social achievement, and group seeking pleasure. 2. Fashion and conformity, pleasure pursuit, and reasonable price pursuit orientations showed significant differences among the value groups. 3. A significant difference was found in the imitation of wearing role models according to sibling relationships.

• 아동학회지
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• 제17권2호
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• pp.141-161
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• 1996

The purpose of this study was to investigate the effects of self-regulated learning components, such as metacognition, motivation, and learning strategies, on academic achievement in normally achieving children and learning disabled(LD) children. The subjects were 345 normally achieving children, 12 LD children, and a group of 12 normally achieving children to match the LD children. Data was analyzed by Pearson's product moment correlation coefficient, stepwise multiple regression analysis, and t-test. Results showed that metacognition, motivation and learning strategy are important components of successful academic achievement and self-regulated learning in normally achieving children. Among the self-regulated learning components, metacognition was the most powerful predictor of academic achievement. For the LD children, the results showed that they have metacognitive deficits and motivational problems. Implications for intervention to improve academic achievement of low achievers and LD children were discussed.

• 대한가정학회지
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• 제43권10호
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• pp.25-38
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• 2005

The purpose of this study was to investigate the effects of personal and parental variables on perfectionism of gifted children. The study subjects were 113 gifted children who were taking a special educational program at D academy of Gifted Education, located in the city of Taegu. They were in the 5th and 6th grades at elementary school. The instruments of measurement were Perfectionism Scale, Achievement Goal Scale, and Parenting Behavior Scale. The major findings of this study are as follows 1) The gifted children's perfectionism didn't have any significant difference according to nx, grade, and parent's educational level. 2) There were significant correlations between the gifted children's perfectionism and achievement goal. 3) There were significant correlations between the gifted children's perfectionism and parent's perfectionism. 4) There were significant correlations between the gifted children's perfectionism and parenting behavior.5) Achievement goal affected perfectionism.

• 한국생활과학회지
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• 제14권4호
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• pp.547-559
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• 2005

The purpose of this study was to explore the effects of mothers' self-efficacy, parenting behaviors, and children's achievement motivation on children's self-efficacy. Subjects were 591 fifth- and sixth-graders and their mothers in Busan. Statistics and methods used for data analysis were Cronbach's alpha, Pearson's correlation, Multiple Regression, and Path Analysis. Several major findings of this study were as follows: 1) Any difference was not found by sex in children's general and total self-efficacy. Girls' social efficacy, however, was higher than boys'. 2) Achievement motivation had a direct positive effect and was the first positive contribution factor to the self-efficacy of both sexes. 3) On boys' self-efficacy, mothers' own had an indirect positive effect through achievement motivation, and their parental role efficacy had a positive effect, direct or indirect, through their affective parenting behaviors and the boys' achievement motivation; also mothers' affective parenting behaviors had an indirect positive effect through achievement motivation, and their controlling parenting had a direct negative effect. 4) On girls' self-efficacy, mothers' own had a direct positive effect, and their parental role efficacy had an indirect positive effect through their affective and controlling parenting behaviors and the girls' achievement motivation; also mothers' affective parenting behaviors had a positive effect, direct or indirect, through achievement motivation, and the controlling parenting had a negative effect, direct or indirect.