• Journal of Family Resource Management and Policy Review
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• v.18 no.1
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• pp.69-91
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• 2014

This study aims to examine the patterns of middle-aged parents' intergenerational support exchange with their adult children and its effects on the happiness of the parents. The sample consisted of 765 middle-aged parents selected from the National Survey of Korean Families by the Ministry of Equality and Family in 2010. The results were as follows. First, intergenerational support exchange between parents and their adult children was categorized into four groups depending on the provider of support: parents who exchanged no support with their children, parents who only received support from their children, parents who only provided support to their children, and parents who exchanged support with their children. Second, parents who exchanged no support with their children were high in instrumental support and those who both provided and received support were high in emotional support. Third, consciousness of their children significantly affected the satisfaction level of their relationship with their children. The more the parents emphasize on the growth of their children, the more they were satisfied. Parents in the support exchange group were more satisfied when they received economic support from their children. With regard to instrumental and emotional support, parents were more satisfied when they provided support to or mutually exchanged support with their children. Forth, subjective health conditions, consciousness of their children, and household's income more significantly affected the happiness of middle-aged parents than the patterns of intergenerational support exchange. With regard to economic support, parents who only received support from their children were less happy than the other groups. With regard to instrumental support, parents who exchanged no support with their children were happier than the other groups. With regard to emotional support, parents who provided support to their children were happier than the other groups.

• Asia pacific journal of information systems
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• v.30 no.1
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• pp.167-187
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• 2020

College students experience more cyber bullying than youth and cyber bullying on college students may be more harmful than youth. But many studies of cyber bullying have been conducted in youth, but little has been studied for college students. Therefore, this study investigated the negative effects of college students' cyber bullying experience on cognitive processing ability and emotional states. The social support of friends has a buffering effect that prevents stress and reduces the influence on external damage in stressful situations. But the impact of parental social support is controversial. Traditionally, the social support of parents has been claimed to mitigate the negative effects of external damage. Recently, however, it has been argued that parental social support, without considering the independence and autonomy needs of college students, does not alleviate the negative effects. Therefore, this study examined how the social support of friends and parents moderate the negative impact of cyber bullying. The results show that the more college students experience cyber bullying, the lower their cognitive processing ability and emotional states. And, the higher the social support of friends, the lower the harmful impacts of cyber bullying on cognitive processing ability and emotional states. But, the higher the social support of parents, the higher the harmful impacts of cyber bullying on cognitive processing ability and emotional states.

• Journal of Families and Better Life
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• v.32 no.6
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• pp.109-123
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• 2014

The purpose of this study was to identify the effects of emotional connection with parents, social support, and isolation on unmarried mothers' child-rearing efficacy. The subjects of this study were 194 unmarried mothers. Data were analyzed by frequency, percentage, Cronbach's ${\alpha}$, and Pearson's correlation using the SPSS 12.0 program. The test of the theoretical model was performed with an analysis of the correlational matrix in the AMOS 7.0 package for path analysis. The results of this study were as follows: First, the number of adult unmarried mothers was higher than that of teen mothers. Most unmarried mothers had a in low monthly income-, were unemployed, and received economic assistance from the government or social welfare institutions as a major source of their income. Their decision to have a child were for the following reason: the desire to have a child, fear of having an abortion, belief that abortion is a crime, and uncertainty about which decision to make, etc. Second, the women's emotional connection with their parents had a direct effect on social support. Social support had a direct effect on isolation:,- however, it did not have a direct effect on parenting efficacy. Third, the women's emotional connection with their parents had a direct effect on isolation. Isolation had a direct effect on parenting efficacy. Fourth, social support mediated by the women's emotional connection with their parents had an indirect effect on isolation and child-rearing efficacy. Isolation mediated the women's emotional connection with their parents and had an indirect effect on child-rearing efficacy.

• Korean Journal of Childcare and Education
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• v.7 no.1
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• pp.167-185
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• 2011

The purpose of this study was to investigate the relationship of teachers' surface acting in emotional labor, emotional support from supervisor, colleagues and parents, and teachers' burnout in kindergartens and childcare centers. The subjects were 208 teachers worked in kindergartens or childcare centers in Daegu and Gyeongbuk Province. The data were analyzed by mean of hierarchial regression, using SPSS Win 15.0. The results of this study are as follows. (1) Teachers' surface acting in emotional labor was positively associated with teachers' burnout. (2) Emotional support from supervisor, colleagues and parents was negatively associated with teachers' burnout. (3) There were interactional effects between teachers' surface acting in emotional labor and supervisors' emotional support to teachers' burnout. (4) There were interactional effects between teachers' surface acting in emotional labor and parents' emotional support to teachers' burnout.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.677-694
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• 2016

This study examines the differences of support exchange and factors impacting on the support exchange between the elderly and their grown-up children in 2011. Socioeconomic variables are introduced as independent variables. Emotional, physical, and financial support exchanges are used as dependent variables. Descriptive statistics and multiple analysis of variance are used for the statistical analysis. Findings of this study are as follows: First, the support exchanges between the grown-up children living with parents and elderly parents are significantly varied by the socioeconomic factors. Second, the support exchanges between the children not living with their parents and the elderly parents are significantly varied by the socioeconomic factors. A majority of the elderly are suffering from financial difficulties and they do not receive appropriate supports from their grown-up children. On the other hand, it turned out that the elderly parents are highly contributable to provide the emotional support for their family members, and provide the emotional support to their grown-up children.

• Korean Journal of Child Studies
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• v.28 no.5
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• pp.37-54
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• 2007

Variables studied in relation to children's school adjustment were child's sex, grade, and ego-resilience maternal employment, parents' age, parents' academic background, mother's emotional expressiveness, and monthly household income and perception of social support. Subjects were 548 4th, 5th and 6th grade students and their mothers. Results showed that children's school adjustment varied by child's grade in school and ego-resilience, parents' age, father's academic background, mother's emotional expressiveness and monthly household income. Children with higher ego-resilience, whose mothers showed more positive emotional expressiveness and who perceived more social support from peers, family, and teachers showed higher adjustment to school life. Among these, support of peers was the most significant variable.

• Journal of Family Relations
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• v.21 no.4
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• pp.51-74
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• 2017

Objectives: This study observes how providing family support - financial, emotional, and instrumental - is related to depression in babyboom women. Method: I analysed data from the Korean Longitudinal Survey of Women and Families 5th wave, collected by the Korean Women's Development Institute. The analysis was conducted using regression, t-test, Chi-square test, frequency analysis, and Pearson's correlation analysis. Results: Financial support for grown-up children, either married or unmarried, increases depression in babyboom women. In the dimension of instrumental support, caring for grandchildren reduces babyboom women's depression. It implies that contact with grandchildren is perceived as an emotional support rather than a physical burden. The results of this study also show that babyboom women are comforted by living with their own parents, but not by living with parents-in-law. The most impressive observation, however, is in the dimension of emotional support, which showed that the conversation with elderly parents reduces baby-boom women's depression, but that the conversation with married children increases it. The opposite directions in the effects seem to be related to the subjects of the conversations. The subjects of the conversation with children are mostly about problems and agenda of the children, while those with elderly parents are mainly about parents' health and care for each other. Conclusions: The results of the analyses suggest that babyboom women should become less involved with their grown-up children's lives. It also calls for the societal efforts to be put into building up the support system, especially for eco-boom generation, to reduce babyboomer's burden of supporting the children.

• International Journal of Human Ecology
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• v.17 no.2
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• pp.43-51
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• 2016

Even though gratitude is considered as an important virtue to possess for successful adulthood, little is known about what cultivates gratitude and its benefits associated with psychological well-being among adolescents. By examining gratitude as a daily mood, this study asked (1) whether adolescents' daily grateful mood varied as a function of daily parental emotional support and (2) whether adolescents' psychological well-being varied as a function of daily grateful mood within person across seven days. The sample consisted of 70 adolescents in 8th grade recruited from a public middle school. Participants completed daily diary checklists online each evening for seven days. On days when adolescents perceived greater parental emotional support from mother or father than they typically did during the week, they rated their grateful mood to be higher than other days. With more emotional support from father, adolescents reported more grateful mood not only on that day, but also the following day. While this result highlights the important role that parents play in adolescents' experience of grateful mood, emotionally supportive behaviors of fathers appear particularly promising for cultivating gratitude. Further, daily grateful mood on a given day accounted for the significant variance in adolescents' psychological well-being not only on the same day, but also the following day. Research and practical implications of the results are discussed.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.206-210
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• 2020

The purpose of this study is to find out the specific needs of 1st graders for parents and homeroom teachers. The research questions of this study are as follows. Research question 1. What does 1st grader want from parents? Research question 2. What does the 1st grader want for the homeroom teacher? There were 31 participants. Data collection was conducted by focus group interview. Requests for parents are summarized as 'what 1st graders want from parents', and requests for teachers are summarized as 'what 1st graders want from homeroom teacher'. As the detailed topics of 'What 1st graders want from parents' are 'I have too much work to do, so I want to reduce it', 'Don't just scold me' 'Like in kindergarten, play with me' and 'I'm so hard. Take care of me'. As the detailed topics of 'what 1^st graders want from homeroom teacher.' are 'At first it was exciting', 'Scary teacher, I hate it', 'Friendly teacher, good', 'Teacher, please praise me' and 'Teacher, please teach me fun'. We revealed that the emotional support of parents and homeroom teachers is important for 1st graders to successfully adapt to elementary school.

• Korea journal of population studies
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• v.24 no.1
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• pp.123-148
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• 2001

This study explores the factors affecting emotional support between aging parents and adult children living in separate households. With a social exchange perspective on intergenerational family relationship as theoretical framework, the effects of aging parents\` demographic characteristics, potential reward resources. and need for care were tested by analyzing data collected from 2.535 persons aged 65 and over in 9,355 sample households of \`National Survey of Living Status and Welfare Needs of the Elders-1998\`. The statistical analysis of 2,205 aging parents with adult children living in seperate households reveals that the aging parents who have potential reward resources are provided more emotional support by their children than the aging parents without resources are. Findings also show that the elders who live in same households with their own children, and need help from other people with instrumental activities of daily living obtain less emotional support from their children living in separate households. The empirical findings of this study support the social exchange perspectives on family ties between aging parents and adult children living in separate households. but only 8.9 per cents of variance in degree of emotional support is explained by the variables included in the model.