• Korean Journal of Child Studies
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• v.20 no.4
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• pp.141-158
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• 1999

This study investigated relationships among family environment, quality of child care center and chlld's stress behaviors. The subjects were 241 boys, 197 girls and their mothers in 7 child care centers in Seoul and Kyonggido. Children's behaviors were evaluated by three raters(mothers, teachers, and observers) in either a family setting or a child care center. The results showed that children who had problem behaviors in their families showed more stress and problem behaviors in the child care centers. Mothers who reported more stressful life events and parental stress had children with more problem behaviors in their families. Observers and teachers reported fewer stress and problem behaviors in child care centers rated as showing high quality of program.

• Korean Journal of Human Ecology
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• v.15 no.4
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• pp.541-549
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• 2006

The purpose of this study is to clarify that parents' values and beliefs in bringing up their children deeply relate to their children's problem behaviors, The subjects are 267 preschoolers attending kindergarten in Daegue area, Statistical techniques are Two Way ANOVA, Scheffe' test, Pearson's Correlation and Regression, The results of this study are as follows: (1) Problem behaviors of preschoolers are significantly related to parents' values, Preschoolers whose parents have a higher level of values have a lower level of problem behaviors. (2) Problem behaviors of preschoolers are significantly related to parents' beliefs, Preschoolers whose parents have a higher level of beliefs have a higher level of problem behaviors. (3) The Multiple Regression analysis shows that parents' parenting values and beliefs are crucially predictive of preschoolers' problem behaviors. Especially, parents' parenting beliefs is more relevant to preschoolers' problem behaviors than parents' parenting values is.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.129-136
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• 2024

The research purpose was to examine the effects of mothers parenting efficacy on children's school adjustment in the first grade of elementary, using young children's external problem behaviors and school readiness as the mediating variables. KICCE panel data were analyzed utilizing SPSS and Process macro. As results, young children's externalized problem behaviors and school readiness were found to have partial mediating effects in the relationship between mothers' parenting efficacy and school adjustment. In addition, the complete double mediating effect by externalized problem behaviors and school readiness was proved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.2
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• pp.342-348
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• 2017

This study examined the difference between parents' and teachers' recognition about problem behaviors of children. The findings showed that there was a distinct difference between parents' and teachers' recognition about all problem behaviors of children. Especially, teachers had more recognition about problem behaviors of children than parents. And the reactive interaction and the actual prevention in educational institutions were preferred in the difference between parents' and teachers' recognition about a teaching strategy for children, such that teachers had significantly higher recognition about a teaching strategy for children than parents did, while there was no significant difference in the strategy for social emotion. This means that teachers should originally control and manage various problem behaviors based on the common teaching strategy, which is socio-emotionally recognized, rather than the biased teaching strategy. But the teaching strategy of reactive interaction is preferred in accordance with the type of problem behaviors between teachers and children and the children who show problem behaviors. Especially, teaching strategies of reactive interaction and actual prevention focused on the inhibition and prevention of children's problem behaviors are preferred in light of children's characteristics of many unexpected problem behaviors.

• Journal of the Korean Home Economics Association
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• v.42 no.6
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• pp.151-162
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• 2004

This study examined mothers′ confidence in parenting practices for dealing with children′s emotional and behavioral problems, as well as the relationships between different confident parenting practices and their application to children′s behavioral problems. A total of 337 mothers of 4- and 5-year-old children responded to the Mother′s Questionnaire of Children′s Behaviors, with the following study results. First, the mothers showed high confidence in applying their own parenting practices to their children′s behavioral problems without outside help. Second, the parenting practice of "asking for help from family members" was related to children′s withdrawn behaviors, anxious behaviors, aggressive behaviors, social relationship problems, moral problems, and rule and courtesy problems.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.35 no.1
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• pp.44-50
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• 2024

Parents of children with autism spectrum disorder (ASD) often encounter unique challenges when attempting to understand their children's challenging behaviors such as self-injury, aggression, noncompliance, and stereotypies. In this study, we aimed to analyze and clarify the definition of challenging behaviors in individuals with ASD, identify the variables associated with challenging behaviors, and determine the function of these behaviors. Systematic observation and data collection are crucial to understand the functions of specific behaviors exhibited by individuals with ASD based on their antecedents and consequences. Knowledge regarding these will enable clinicians to develop and implement effective interventions. Additionally, the treatment approach should aim for generalization to improve the quality of lives of both children with ASD and their caregivers.

• Journal of Families and Better Life
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• v.15 no.3
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• pp.95-106
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• 1997

The purpose of this study was to develop an instrument which measures children's stress coping behaviors. The first 89 items were selected based on a literture review and a pilot study of 129 children with open questions. The final 75 items were selected using the data from subjects of 500 4th-5th and 6th grade children living in Seoul. The main study was conducted on March 5-10 1997. The data were analysis by frequencies percentages factor analysis and Cronbach's a. The resulting nine catagorical factors of 75 items in strument for children's stress coping behaviors were as fallows: positive revaluation of the situation emotional aggression problem-facing behavior information search for problem-solving emotion-vonvering behavior avoidance seeking spiritual support physical seperation for emotional relaxation emotional expression, The 9-factor 75-item scale explains 60.9% of children's stress coping behaviors and its value of Cronbach's a is 9.5.

• The Korean Journal of Elementary Counseling
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• v.7 no.1
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• pp.135-163
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• 2008

This study intends to confirm if it is effective in improving the problem behaviors by applying "Logical Consequence" suggested by Adler to the class management. The researcher who is in charge of the 4th grade class of elementary school in G city applied Adlerian logical consequence to her children, observed and examined the effectiveness of reducing the problem behaviors by the qualitative study method of in-depth interview from March to October. The problem behaviors treated in this study includes irrelevant remarks and gossip in school time, no preparation for taking lessons in time, no preparation of a textbook and a supply, no involvement in doing homework, scribbling and poor handwriting on a textbook, teasing a friend (abusive language, joking, violence), indoor running, no involvement in doing a task, being late and no arrangement of indoor shoes. In conclusion, this study indicated that the use of Logical Consequence was relatively effective in improving the problem behaviors and more effective in individual behaviors rather than group's behaviors. While the problem behaviors conducted in a class in the daily routine were effective at the point of the occurred problems, the problem behaviors occurred at the point of time related to a home or the finish of daily routine were ineffective.

• Korean Journal of Childcare and Education
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• v.9 no.5
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• pp.157-179
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• 2013

The purpose of this study was to examine psychological and behavioral characteristics of parents from low income families and to figure out the influence of these parents' characteristics upon children's problematic behaviors by comparing two-parent families and single-parent families. The subjects in this study were 193 parents who participated in a dream- start program geared toward low-income families. Their psychological and behavioral characteristics were tested, and their children's problem behaviors were investigated. As a result, the children from intact families in the low-income classes showed more problem behaviors when their parents faced heavier parental stress, and they showed less problem behaviors when their parents were more satisfied with their relationship with them. In contrast, the children from single-parent families in the low-income brackets showed less problem behaviors when their parents had better dietary habits and were more satisfied with their daily routine life, and they showed more problem behaviors when their parents were under heavier parental stress. The findings of the study seem to suggest that the development of parental and parent education programs is required to relieve the problem behaviors of children from the low-income classes and improve the parental behavior of their parents, and that a wide variety of assistance should be provided in consideration of the current marital status of parents as well.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.133-150
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• 2008

In this study of the influence of marital conflict and of children's temperament and emotion regulation on problem behavior, 194 mothers of 3- to 5-year-old children responded to the O'Leary- Poter Scale(1980), the Emotionality, Activity and Shyness scale(Buss & Plomin, 1984) and the Emotion Regulation Checklist(Shields & Cicchetti, 1997); teachers rated children's behavior on the Problem Behavior Questionnaire(Behar & Stringfield, 1974). Data were analyzed by independent t-tests, correlations, and multiple regressions. Results demonstrated that shyness, activity, and emotion regulation had direct effects on hostile-aggressive behaviors. Shy temperament had a direct effect on fearful-anxious behavior. Both marital conflict and temperament influenced hostile-aggressive behaviors indirectly through emotion regulation, implying a crucial role of emotion regulation in preschoolers' social development.