• Journal of the Korean Home Economics Association
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• v.37 no.1
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• pp.91-108
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• 1999

The purpose of this study was to investigate the correlation between children's perceptions of interpersonal relations (parents, family, and peers) and those of self, and to examine how the perceptions are related ot problem-solving and social preference. The subjects of this study were 625 children of 5th and 6th grade in 4 primary schools in Taejon City. Results showed positive correlations among four measures of social perceptions (to parents, to family, to peer, and to self). Therefore we have found generalization among children's representations across four interpersonal domains-that is, parents, family, self, and peer. Children's problem solving-behaviors were most significantly related with parents/family domains among interpersonal relationships. In the case of boys, direct path between the perceptions of parents/family and problem solving-behavior was significant, whereas girls' perception of parent/family was associated with problem solving-behavior both directly and indirectly, through girls' perceptions of self and peer. Social preference was highly correlated with perceptions of peer and of father. This study has found that both boys' and girls' peer representations were established for the role as mediators between parents/family representations and peer ratings of social preference. These findings revealed that the impact of family representations on peer rejection was mediated by children's beliefs about their peers.

• Korean Journal of Child Studies
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• v.28 no.6
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• pp.119-133
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• 2007

The subjects of this study were composed of 620 $5^{th}$ and $6^{th}$ grade children in Pusan City and their parents. Both parents completed the Differentiation of Self Inventory(DSI : Skowron & Friedlander, 1998). Children completed the DSI, the Personal Authority in the Family System Questionnaire (Bray et al., 1984), and the Youth Self-Report (Archenbach, 1991). These measures were translated into Korean and adapted for children and parents; their validity was established through a preliminary survey of content validity and reliability. Results showed no meaningful correlation between parent's self-differentiation and children's self-differentiation or between parents' self-differentiation total and children's level of problem behaviors. However, Intergenerational Family Relationship and Children's Self-Differentiation influenced children's internalizing and externalizing of problem behavior.

• Journal of Families and Better Life
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• v.19 no.5
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• pp.1-14
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• 2001

The purpose of this study was to examine the relationships between child’s temperament and behavior problem according to child’s sex. The subjects for this study were children’s mothers of 2nd grade selected from elementary schools in Busan. Han, Sae-Young’s questionnaires(1996) on child’s temperament and Kim, Min-Kyung’s questionnaires(1998) on child’s behavior problem were used. Statistical techniques such as t-test, Pearson’s correlation, multiple regression, canonical were used. The results were as follows : (1) According to sex, there were no significant differences in child’s temperament. But there were significant differences in child’s behavior problem. The boys got higher scores than girls in hyperactive/distractive behavior and in hostile/aggressive behavior. (2) There were significant correlations between child’s emotionality and hyperactive/distractive behavior, between child’s emotionality and anxious/fearful behavior, between child’s emotionality and hostile/ aggressive behavior, and between child’s activity and hyperactive/distractive behavior. (3) The predicted variables for child’s hyperactive/distractive behavior were emotionality and activity. The predicted variable for chid’s anxious/fearful behavior and hostile/aggressive behavior was emotionality. (4) Among three dimensions of boy’s temperament, the effective variable was emotionality. And among three dimensions of boy’s behavior problem were anxious/fearful behavior and hostile/aggressive behavior. Among three dimensions of girl’s temperament, the effective variable was emotionality. And among three dimensions of girl’s problem behavior was anxious/fearful behavior. Implications of this study were discussed in terms of child’s temperament and behavior problem.

• Journal of the Korean Home Economics Association
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• v.44 no.11
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• pp.23-34
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• 2006

The purpose of this study was to examine: (1) how mothers generally react to children's negative emotions; (2) whether there were relationships between children's temperament and mothers' reactions to children's negative emotions; (3) whether there were relationships between mothers' depression and parenting stress, and their reactions to children's negative emotions; (4) whether there were relationships between mothers' reactions to children's negative emotions and children's behavior problems; and (5) whether there were relationships between mothers' reactions to children's negative emotions and children's social competence. The subjects were 246 preschoolers and their mothers. It was found that emotion-focused socialization and problem-focused socialization were the most frequently used reactions by mothers to cope with children's negative emotions. Relationships between children's temperament and mothers' reactions to children's negative emotions, those between mothers' depression and parenting stress and their reactions to children's negative emotions, those between mothers' reactions to children's negative emotions and children's behavior problems, and those between mothers' reactions to children's negative emotions and children's social competency were all partially significant. Sex differences were found in some of the relationships found significant.

• Korean Journal of Child Studies
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• v.26 no.4
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• pp.231-245
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• 2005

Recruited from Korean-Chinese preschools and elementary schools in Shenyang and Harbin, China, 150 caregivers of Korean-Chinese children separated from their parents provided general information about the separation(reason and duration of parent-child separation, present location of parents, etc.). They also filled out information about children's responses as to when the children had been separated and about children's behavior problems(Behavior Rating Scale, Behar & Stringfield, 1974). Results showed that most of the children were cared-for by relatives. Caregivers reported that the separated children adjusted positively to parent-child separation and were not anxious about living with a caregiver. There were significant differences in children's behavior problems by duration of separation from mother and frequency of contact between parent and caregiver.

• Journal of People, Plants, and Environment
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• v.22 no.5
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• pp.515-524
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• 2019

This study was conducted based on the fact that children in institutions for early childhood education located in cities lack the opportunity to experience nature. Therefore, urban parks are where it is possible to observe nature and natural environment, through which we examined the effects of nature activities on kindergarten children's curiosity and scientific problem-solving ability. The subjects of this study were 5-years old kindergarten children in attending public kindergartens in Cheonan and Asan and 42 children were randomly selected. The pretest and posttest were conducted on curiosity and scientific problem-solving ability before and after nature activities. The results showed that nature activities in urban parks had significant effects on improvement of kindergarten children's curiosity and scientific problem-solving ability (p <.05). Therefore, nature activities in urban parks had positive effects on preference for unknown and exploratory behavior, which are sub-factors of kindergarten children's curiosity. Nature activities also had positive effects on discovery and statement of the problem, creation and application of ideas, and conclusion to problem solving.

• Journal of the Korean Home Economics Association
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• v.48 no.3
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• pp.1-13
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• 2010

We investigated the effects of maternal parenting behaviors, children's emotional regulation, and stress coping strategies on gender-specific children's behavioral problems. The participants were 191, $4^{th}$ and $5^{th}$ graders and their mothers from four elementary schools in Seoul and Kyung-gi province. Collected data were analyzed by descriptive statistics and hierarchical regressions. The major findings were summarized as follows: (1) Active coping strategies explained boys' aggressive behaviors, (2) mother's warm-encouragement parenting behaviors and active coping strategies explained boys' delinquent behaviors, (3) mother's warm-encouragement parenting behaviors explained boys' withdrawn behaviors, and (4) mother's mediation-supervision parenting behaviors and negative emotionality explained girls' aggressive behaviors. In conclusion, maternal parenting behaviors, children's emotional regulation and stress coping strategies have gender-specific influence on children's behavioral problems.

• Korean Journal of Child Studies
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• v.27 no.4
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• pp.247-263
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• 2006

Recruited from Korean-Chinese elementary schools in Shenyang and Harbin, China, 100 children living apart from their parents and experiencing non-maternal care provided information about the separation (reason and duration of parent-child separation, present location of parents, etc.), their adjustment to separation, and their perception of attachment with their caregivers. Results showed that although the separated children adjusted positively to parent-child separation in general, over 55% of them reported loneliness. Attachment with caregiver was the most significant influential variable on children's behavior problems. Duration of separation from father was related to children's hostility/aggression and hyperactivity/attention deficit problem, while duration of separation from mother influenced children's anxiety.

• Korean Journal of Human Ecology
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• v.15 no.6
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• pp.951-959
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• 2006

The purpose of current study was to investigate the relationships between institutionalized children's stress coping behaviors and behavior problems. The subjects were composed of 80 primary school 4th, 5th, 6th graders(45 boys, 35 girls) and 55 middle school 1th, 2th graders(42 boys, 13 girls) who were institutionalized in jeonju. The major findings were as follows: 1) The institutionalized children's stress coping behaviors were significantly different between the groups based on gender, grade, and period in institution. 2) The institutionalized children's problem behaviors were statistically different between the groups based on gender and period in institution. 3) In regression analysis models, active or passive coping strategies were negatively or positively related to internalized behavior problems respectively. Furthermore period in institution was positively related to externalized behavior problems.

• International Journal of Human Ecology
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• v.7 no.2
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• pp.75-84
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• 2006

Internalizing and externalizing behavior problems may be more common in children with disability families but rarely known is the magnitude of the problem and the risk factors compared to those in children with non-disability families. This study was undertaken to examine if socio-economic factors, parental health, and family functioning affect children's internalizing and externalizing behaviors differently between two comparison groups. The research literature on childhood behaviors was briefly reviewed. The data was derived from the Mental Health of Children and Young People in Great Britain, 2004. Regression analyses provide evidence that the family type, economic status, and income level are uniquely associated with an increased risks of internalizing or externalizing behavior problems in children with disability families, whereas sex, age, family size, parental health, and family functioning factors have similar impacts on the child's internalizing or externalizing variances between two groups. Intervention is desirable to address the concerns influencing internalizing and externalizing performances among children with disability or non-disability families.