• Journal of Families and Better Life
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• v.27 no.5
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• pp.115-122
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• 2009

This study investigated the mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. The subjects were 520 children in the fifth and sixth grades. Children completed peer nominations that assessed peer victimization. Teachers rated children's internalizing, externalizing problems and teacher preference. The full mediating effect of teacher preference was found in externalizing problems and the partial mediating effect was found in internalizing problems. Moreover, the moderating effect of teacher preference was found only in internalizing problems, which suggests that high teacher preference protects internalizing problems from peer victimization.

• International Journal of Human Ecology
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• v.6 no.1
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• pp.103-115
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• 2005

This study utilized data (a sample of 18,553 people born in 1958 in England, Scotland, and Wales) from the National Child Development Study of 1968 and 1991 to explore the influence of familial difficulties on the internalizing behavioral patterns during the early adolescent period and late life outcomes periods. In this paper, internalizing behavioral problems include 'depression', 'anxiety', 'hostility to adults', 'hostility to children', and 'withdrawal'. Late outcomes were analyzed in two different variables and one marital management domain: 'unemployment', 'seen doctors about emotional problems', 'divorce or separation; never lived as a couple; arguments end in violent behavior' The results indicate that young adolescents who had experienced familial difficulties also have internalizing behavioral problems giving them emotional and behavioral instability. The findings also show that familial difficulties during childhood positively contribute to late life outcomes such as unemployment, emotional problems, and marital management. This study suggests that in order to effectively respond to the needs of children and adolescents who have experienced various familial difficulties, counselors and educators must guide parents.

• Journal of Families and Better Life
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• v.22 no.5
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• pp.175-183
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• 2004

This study was conducted to investigate the influence of the psychological environment on the psychosocial maladjustment in early adolescence. This study also examined how the psychological environment influenced early adolescents in internalizing and externalizing their problems. Four hundred and eight students from three middle schools in Seoul participated in this study. The participants were divided into two groups by gender, and their psychological environment and psychosocial maladjustment were measured. The data were analyzed using ANOVA and multiple regression. The results of this study are as follows: Mutual intimacy and respect in the psychological environment affected internalizing and externalizing problems among male students; whereas communication affected internalizing and externalizing problems among female students. Based on this analysis, theoretical basics were presented for educational programs to prevent internalizing and externalizing problems.

• Human Ecology Research
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• v.52 no.4
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• pp.371-382
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• 2014

This study investigated the relationships among individual factors, family factors, peer relationships and the internalizing and externalizing behaviors of adolescents. The data were obtained from a sample of 417 7th and 8th grade students. These data were collected with questionnaires and analyzed by using a t-test, Pearson's correlation, and a multiple regression analysis with SPSS ver. 18.0. The results can be summarized as follows. There is a significant difference in an adolescent's self-control, their father's rejective rearing, peer pressure, and the peer relationship between boys and girls. The results showed that boys had higher self-esteem and father's rejective rearing than girls. On the other hand, girls had higher peer pressure and more intimate peer relationships than boys. The results revealed that the 7th grade students had higher self-esteem and mother's warmth rearing than the 8th graders. Furthermore, the 8th grade students showed higher shame, mother's rejective rearing, marital conflict, internalizing behavior, and externalizing behavior than the 7th graders. The internalizing behavior in boys was influenced by shame, marital conflict, and peer pressure. In the case of girls, the internalizing behavior was affected by shame, mother's warmth rearing, and peer pressure. The externalizing behavior in boys was influenced by self-control and shame. In the case of girls, the externalizing behavior was affected by self-control, shame, marital conflict, and peer pressure. Adolescents who exhibited higher levels of shame than others and higher peer pressure showed internalizing problem behaviors. Adolescents who had less self-control and more shame, experienced more externalizing behavior problems.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.251-265
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• 2007

Participants in this study were 1.245 4th and 5th graders and their parents from 8 elementary schools in Seoul, Daejeon, and Pusan. Using the Korean Youth Self-Report (K-YSR), children's behavior problems were measured and assigned to either clinical or normal groups. Between group differences were that the educational level of mothers of internalizing girls was lower than that of normal girls. Girls with internalizing problems had more siblings than normal girls. Parents of both boys and girls with either internalizing or externalizing problems were more rejecting and/or permissive than parents of children without behavior problems. Fathers of children with behavior problems perceived more marital conflicts, while mothers whose children have behavior problems had more negative family-of-origin experiences compared to parents of normal children.

• Journal of the Korean Home Economics Association
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• v.48 no.2
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• pp.39-49
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• 2010

This study focused on the links between emotionality, interpersonal and intrapersonal intelligence, and behavior problems in a sample of 185 four- to five-year-old children in kindergarten and daycare centers in Seoul. All variables were measured by the teachers of surveyed children. Collected data were analyzed by Simple Regression and Hierarchical Multiple Regression. The main results of this study were as follows: Firstly, children's positive and negative emotionality each exerted negative and positive effects on their interpersonal and intrapersonal intelligence. Secondly, children's positive emotionality had a negative influence on internalizing behavior problems. On the other hand, children's negative emotionality had a positive influence on internalizing and externalizing behavior problems. Finally, effect of children's positive emotionality on their internalizing behavior problems was totally mediated by interpersonal and intrapersonal intelligence. On the other hand, effect of children's negative emotionality on their internalizing and externalizing behavior problems was partially mediated by their interpersonal and intrapersonal intelligence.

• Journal of the Korean Home Economics Association
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• v.43 no.11 s.213
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• pp.109-125
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• 2005

This study identified which aspects of perceived social support influence children's internalizing problems. The participants were 91 children from divorced families and 87 children from non-divorced families. They completed a questionnaire assessing the level of perceived social support and their teacher rated their internalizing problems(withdrawal, depression/anxiety) on K-CBCL scale. Sixth graders from non-divorced families perceived evaluative support higher than sixth graders from divorced families. In withdrawal, third graders from divorced families were rated higher than preschooler and sixth graders by their teacher. In depression/anxiety, third graders from divorced families were rated higher than sixth graders by their teacher. Internalizing problems of children from divorced families were affected by their perceived emotional support. Namely, children from divorced families who perceived less emotional support experienced more withdrawal and depression/anxiety.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.29 no.3
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• pp.137-143
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• 2018

Objectives: The present study aimed to investigate the relationships among the lifetime incidence of trauma, internalizing symptoms, and quality of life (QoL) in out-of-school youths (OSYs). Methods: We recruited 50 OSYs in South Korea. Participants completed the following surveys: completed Lifetime Incidence of Traumatic Events for children, Youth Self Report, and The KIDSCREEN-27 QoL measure for children and adolescents. Mediation analysis was conducted to test the research hypotheses. Results: The mean lifetime incidence of traumatic events among OSYs was 3.27 (standard deviation, 2.41). Internalizing symptoms significantly mediated the lifetime incidence of trauma and QoL. OSYs with fewer internalizing symptoms exhibited a better QoL in the domain of psychological well-being, although their lifetime incidence of trauma was higher. Conclusion: The results of current study suggest that assessment and therapeutic intervention with regard to internalizing symptoms are needed to increase the QoL of OSYs.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.30 no.1
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• pp.9-16
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• 2019

Objectives: The purpose of this study was to analyze the discriminant validity and the clinical cut off scores of the Child Behavior Checklist 1.5-5 (CBCL 1.5-5) in the diagnosis of autism spectrum disorder (ASD) and non-ASD. Methods: In total, 104 ASD and 441 non-ASD infants were included in the study. T-test, discriminant analysis, receiver operating characteristic (ROC) curve analysis, and odds ratio analysis were performed on the data. Results: The discriminant validity was confirmed by mean differences and discriminant analysis on the subscales of Emotionally reactive, Somatic complaints, Withdrawn, Sleep problems, Attention problems, Aggressive behavior, Internalizing problems, Externalizing problems, and Total problems, along with the Diagnostic and Statistical Manual of Mental Disorders (DSM)-oriented scales between the two groups. ROC analysis showed that the following subscales significantly separated ASD from normal infants: Emotionally reactive, Somatic complaints, Withdrawn, Sleep problems, Attention problems, Aggressive behavior, Internalizing problems, Externalizing problems, Total problems, and DSM pervasive developmental problems. Moreover, the clinical cut off score criteria adopted in the Korean-CBCL 1.5-5 were shown to be valid for the subscales Withdrawn, Internalizing problems, Externalizing problems, Total problems, and DSM pervasive developmental problems. Conclusion: The subscales of Withdrawn, Internalizing problems, Externalizing problems, Total problems, and DSM pervasive developmental problems significantly discriminated infants with ASD.

• Korean Journal of Childcare and Education
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• v.20 no.1
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• pp.39-53
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• 2024

Objective: The purpose of this study is to investigate whether emotionality at age three predicts early school-age media overdependence and to examine the potential mediating role of internalizing behavior problems in children. Methods: This study employed data from the 4th and 10th waves of the Panel Study of Korea Children, comprising a sample of 1,270 children. Assessments of emotionality (4th wave), media overdependence (10th wave), and internalizing behavior problems (10th wave) were conducted. Data analysis utilized SPSS and the Process Macro. Results: At age 3, heightened emotionality was found to directly contribute to an increased tendency for media overdependence in early school age. Internalizing behavior problems played a significant mediating role in the relationship between emotionality and media overdependence. Conclusion/Implications: This study validated a significant longitudinal connection between emotionality and the inclination to excessively rely on media, highlighting the role of internalization behavior problems in this relationship. It is essential to provide focused attention, especially to children displaying heightened emotionality in early childhood, in order to proactively prevent internalization behavior problems and the undue dependence on media.