• The Korean Journal of Elementary Counseling
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• v.4 no.1
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• pp.85-98
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• 2005

This study aimed at examining an effect of a group art treatment program on isolated children's self-concept and adaptation to the school life in an elementary school. To achieve this goal, the two hypotheses were made. Hypothesis 1. Children in the experimental group that participated in the group art treatment program will show more improvement in self-concept than those in the control group. Hypothesis 2. Children in the experimental group that participated in the group art treatment program will show more improvement in the ability to adapt themselves to the school life than those in the control group. To test the hypotheses, the socio-emotional isolation test developed by Heo Seung-hi (1993) was carried out with 120 third-graders at K elementary school in Busan; then, 24 isolated children (12 boys and 12 girls) at the upper 25 percent level were randomly sampled and assigned to each of experimental and control groups. The five-stage art treatment program as a reconstruction of the prior study to meet the goal of this study was provided to children in the experimental group at the researcher's classroom after school for 13 sessions, two sessions per week. The self-concept test manufactured by Song In-seop (1996), the school life adaptation test developed by Lee Yeong-seon (1997), and the experimental group's school life drawing (KSD) were used to test an effect of the program. For data analysis, two methods, a quantitative analysis of two tests and a qualitative analysis of KSD, were used. The findings were as follows: After implementing the art treatment program with the experimental group, there was significant improvement in all areas. This study concluded that if a group art treatment program is applied to elementary school practice, it will help isolated children improve their self-concept and ability to adapt themselves to the school life.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.19 no.2
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• pp.120-127
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• 2008

Objectives : The aim of this study was to examine the effects of maternal sociodemographic characteristics, especially education and employment, and parenting stress on the child's self-concept. Attention was also paid to the mediating impact of parenting style on the relationship between the maternal variables and a child's self-concept. Methods : A questionnaire and three scales were completed by fifth graders and their mothers, and 270 sets of paired data were analyzed. Results : The results showed that mothers with higher education experienced less child-related parenting stress, were perceived to be more achievement-oriented and rational by their children, and also had children with more positive self-concept. The relationship between maternal education and child's self-concept was mediated by the rationality dimension of parenting style. Maternal employment was not related to parenting stress, parenting style and most aspects of the child's self-concept. Lastly, child-related parenting stress had a negative effect on the child's self-concept, and this effect was mediated by the warmth and rationality dimensions of parenting style. Conclusion : Parenting style had a mediating effect on the relationships between the child's self-concept and maternal education and child-related parenting stress.

• Korean Journal of Child Studies
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• v.32 no.3
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• pp.163-184
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• 2011

This study was conducted in order to inquire into the impact of children's self-concept construction and ego-development enhancement during Group Sandplay Therapy. The Group Sandplay Therapy sessions were held once week, for a total of 20 weeks. The Group Sandplay Therapy Process consisted of playing with sand and creating a sand tray in groups. There were two group in total. Each group had 4 children of the same sex aged from six to seven years old. In order to study the self-concept and ego-development, we used a self-concept test and ego-development as a research tool. In addition, the present research analyzed any changes which tool place by dividing each aspect in each sand tray of the therapy process into a positive subject and a negative subject, and analyzed the changing patterns seen in the sand tray worldas it unfolded. It was proven that an efficient treatment in changing the sand tray world and children's action, had an effect on rearranging the children's mental schemas. In terms of the progress of the sandplay journey, it was seen that negative elements decreased dramatically and positive elements were observed to have increased. As a result it was confirmed that Group Sandplay Therapy had a number of positive effects in the construction of children's self-concept and in terms of the enhancement of children ego-development.

• Korean Journal of Child Studies
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• v.9 no.1
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• pp.93-118
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• 1988

Systematic Training for Effective Parenting, developed by Dinkmeyer and McKay, is a parent education program that emphasizes social-emotional development. The present research studied the applicability of STEP to Korean mothers by examining changes in mothers' self-concept, mother's child-rearing attitudes, and children's behavior. The subjects of this study were 43 mothers of a kindergarten in Chonju City. 25 mothers were assigned to the control group and 18 mothers to the experimental group. Primary observes, consisting of 43 fathers of kindergarten children, and secondary observers, consisting of 43 Woosuk University students observed mothers' child-rearing attitudes and children's behavior. Instruments included the self-concept test by Jung Woonsik, Schaefer's Maternal Behavior Research Instrument, O Kiseon's Parent Child Relationship Test, Fear's parent questionnaire, and McKay's Adlerian Parental Assessment of Child Behavior. The mothers' child-rearing attitudes and the children's behavior are recorded by the observers and were compared with mothers' responses. The data were analyzed by MANOVA (multivariate analysis of variance), and ANOVA (analysis of variance). While the MANOVA showed no significant difference between the control and the experimental groups in changing the mothers' self-concept, differences in 5 of the 8 subfactors showed that STEP implemented positive change in the self-identity, self-satisfaction, self-behavior, personal self and family self in the experimental group. The MANOVA showed a significant difference between the two groups in changing the mothers' child-rearing attitudes. That is after participating in the STEP program, the mothers of the experimental group showed more significant progress than those of the control group. Mothers' observations of positive change in children's behavior agreed with those of the primary and secondary observers.

• 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.

• Journal of the Korean Home Economics Association
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• v.47 no.5
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• pp.49-57
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• 2009

The purpose of this study was to investigate the correlation between self-report, peer nomination, and teacherreport of peer group rejection among preschool children. Moreover, we examined the influence of self-concept, language skills, social behaviors, and hyperactivity on peer group rejection. The participants were 297 4 and 5 year children recruited from preschools and day care centers. Teacher completed children’s social behaviors and children were interviewed to assess their self-concept and language skills. The results indicated that teacher-report was significantly correlated with self-report and peer nomination. According to informants, the associations between peer rejection and children's characteristics were different.

• Journal of the Korean Home Economics Association
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• v.47 no.9
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• pp.27-36
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• 2009

The purpose of this study to gather information on demographic statistics, children’s attachment to their mothers, and daily stress variants in order to assess their effects on child’s self-concept and depression within multi-ethnic familiy settings. A questionnaire survey was used to targeted 3rd, 4th, 5th and 6th graders in elementary schools in Jeonnam. A total of 158 children were surveyed. SPSS for Windows 12.0 was used to carry out descriptive, and comparative statistical analysis such as Cronbach's $\alpha$, correlations analysis, and a hierarchical regression analysis. Result showed that the most significant variant affecting self-concept among children from multi-ethnic families was attachment to their mothers. Other related individual variants were in order of importance, communication skills, feelings of alienation, and mothers’ nationalities. The variant most responsible for having an affect on depression among children from multi-entnic families was the attachment to their mothers. Other related individual variants were in order of importance, feelings of alienation, stress from peer relationships, mothers’ nationalities, and stress from economic and physical environments.

• Korean Journal of Child Studies
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• v.17 no.2
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• pp.121-139
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• 1996

The purpose of the present study was to explore a model program to improve preschool children's self-concept, perspective-taking and prosocial behavior through "Understanding Activities of Self and Others." Sixty 5- to 6-year-old children were selected by random sampling from a Kindergarten located in Seoul. Thirty children were in the experimental group and 30 were in the control group. The 8-week intervention program used the instrument, "Understanding Activities of Self and Others," constructed by the present researchers. One-way ANOVA and MANOVA were used for data analysis. At the end of the 8-week period, significant differences were found between the experimental and control groups in self-concept, perspective-taking ability, and prosocial behavior. This indicates the effectiveness of the present study in improving children's affective, cognitive, and behavioral traits.

• Korean Journal of Child Studies
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• v.14 no.1
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• pp.141-151
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• 1993

The purpose of this study was to investigate the relations among locus of control(LOC), self-concept and self-attribution in five-year-old children. The subjects were 107 five-year-old children attending 7 public kindergartens. Instruments used in this study were the Stanford Preschool Internal-External Scale (Mischel, Zeiss, & Zeiss, 1974), the Self-Concept Inventory (Joo Ree-bun, 1982), and puzzle-task employed by Burns et al. (1985). Data were analyzed by Pearson's correlation coefficient and t-test. The results showed (1) significant correlations between the total LOC score and self-concept, (2) significant differences in the total LOC score between the internal self-attribution group and the external self-attribution group, and (3) significant differences in self-concept between the internal self-attribution group and the external self-attribution group.

• Child Health Nursing Research
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• v.9 no.3
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• pp.294-300
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• 2003

Purpose: The purpose of the study was to investigate the status of visual health behavior of school-age children and to identify the predicting variables of the school-age children's visual health behavior. Method: The subject was 764 children in grades 4 to 6, enrolled in 2 elementary schools located in urban area. The data were analyzed using t-test, ANOVA, correlation analysis, and stepwise multiple regression. Result: The findings were as follows: 1. The mean of the score of the visual health behavior of school-age children was 41.59(SD=7.22) and there was a significant difference according to grade. 2. There were significant correlations between visual health behavior and self-efficacy for visual health behavior (r=.51, p=.000), motivation for visual health(r=.45, p=.000), perceived benefits(r= .34, p=.000), self-concept(r=.32, p=.000), knowledge of visual health(r=.30, p=.000), health perception for vision(r=.16, p=.000), health locus of control(r=.11, p=.002), and perceived barriers(r=.-.12, p=.000). 3. Self-efficacy for visual health behaviors, knowledge of visual health, motivation for visual health, self-concept, health perception for vision, and perceived benefits were identified as predictor variables of the visual health behavior of the school-age children from the stepwise multiple regression analysis. The total percent of variance accounted by these 6 variables were 36.9％. Conclusion: From the result, it is suggested that the development of comprehensive visual health education program including the component of self-efficacy, health motivation and self-concept to promote the visual health of school-age children.