• 아동학회지
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• 제30권3호
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• pp.127-143
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• 2009

Participants in this study were 207 mothers of toddlers; they completed questionnaires on their need for and knowledge level of parent education, parenting efficacy, and parenting stress. Data were analyzed by descriptive statistics and Pearson's correlation coefficients. Mothers indicated high need for parent education; their knowledge level was moderate. Most mothers answered they'd like to participate in a parent education program; their preference was for small group programs implemented for 1-2 hours in the morning on weekdays for six sessions. Mothers with more knowledge of parenting information for toddlers showed higher parenting efficacy and experienced less parenting stress.

• 한국지역사회생활과학회지
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• 제15권2호
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• pp.17-28
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• 2004

This research explored parenting education programs for be college students and adolescent workers, and it was focused on determining whether different parenting education programs were needed for college students and adolescent workers. The participants were 254 college students in Suncheon and 135 adolescent industrial workers in Ulsan. Data were gathered via questionnaires and two-way ANOVA analyses of parenting effectiveness by sex and social status(college student, versus adolescent industrial worker), and by age and social status were performed. There were no significant differences based on sex, age, or social status, and no interaction effect. However, there were significant differences in adolescents' parenting effectiveness depending on childhood parenting experiences, parenting knowledge, and parenting education program experience. Among the predictors(sex, age, social status, childhood parenting experience, parenting knowledge, and parent education experiences) adolescents' childhood parenting experiences was the strongest variable for predicting parenting effectiveness. In this regard, the results confirmed Bronfenbrenner's Ecological System's Theory that family influences children's belief systems about parenting effectiveness in the microsystem. Furthermore, the results indicate that a different parenting education program is not needed for college students and adolescent industrial workers, respectively; instead, a more comprehensive parenting education program for all adolescents - regardless of social status is needed. And based on the present study's results, the importance of child development knowledge, and parent-child relationships in parenting education programs was also confirmed. From a broader social perspective, all adolescents are encouraged to participate in parenting education programs.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• 제30권4호
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• pp.178-184
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• 2019

Objectives: The aim of this study was to measure the effect of a group-based parent education program on parenting stress and attitude and comparing the same according to adult attachment styles. Methods: Twenty-two mothers who enrolled in the parent education program participated in our study. The participants filled in the Korean version of the Experience in Close Relationship Revised (ECR-R), Korean-Parenting Stress Index-Short Form (K-PSI-SF), Maternal Behavior Research Instrument (MBRI), and Symptom Checklist-90-Revised (SCL-90-R) before and after the program. We compared the pre - and post-scores of the groups and compared the differences in effect according to adult attachment styles. Results: For all study participants, the Parent Distress (p=0.023) and Total Parenting Stress (p=0.018) significantly declined after the parent education program. There were no differences in other variables. Within the secure attachment group, the Total Parenting Stress (p=0.008), Parent Distress (p=0.015), and Difficult Child (p=0.011) scores in the K-PSI-SF significantly decreased after participating in the program. The Difficult Child scores (p=0.040) significantly dropped in the K-PSI-SF post program within the secure attachment group, compared to the insecure attachment group. Conclusion: The group-based parent education program impacted parenting stress. Depending on the adult attachment styles, the effect of the program varied.

• 한국보육지원학회지
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• 제14권1호
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• pp.41-62
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• 2018

Objective: This study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of the Respected Parents & Respected Children(RPRC) parent education program developed for working mothers of dual-income families with young children. Methods: A total of 32 working mothers were randomly assigned to two groups, an intervention group (n = 16) and a control group (n = 16). Mothers in the intervention group participated in the parent education program. After the termination of the program, differences between the pretest and posttest in terms of mothers'parenting behaviors, parenting efficacy and parental role satisfaction were compared in both groups. Results: Mothers in the intervention group were significantly improved in their parenting behaviors and parenting efficacy, whereas mothers in the control group did not show any significant differences between pretest and posttest scores. However, there was no significant difference in parental role satisfaction between the intervention group and the control group. Conclusion/Implications: These findings suggest that RPRC parent education program is effective in bringing about positive changes in working mothers'parenting confidence, which can be crucial for the future developmental outcomes of their children.

• 대한가정학회지
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• 제44권10호
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• pp.121-132
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• 2006

The purpose of this study was to determine the effect of the parent education program based on the MBTI for mothers' on their parenting self-efficacy and family cohesion and family adaptability. The study participants comprised 66 mothers in the experimental group and 79 in the control group. The experimental group, underwent a twelve-week long parent education program, with weekly sessions providing 2 hours of parental education; The control group received no education. Data were analyzed by MANCOVA using scores of the pretest as covariance. Significant differences were found between the experimental and control groups in parenting self-efficacy, health parenting ability and learning guidance ability subscale. However, no differences were found between the two groups in family cohesion and family adaptability.

• 아동학회지
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• 제29권5호
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• pp.227-242
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• 2008

The purpose of this study was to identify the reality of the demand for parent education by mothers of adolescents based on their knowledge of raising a child, related to parenting efficacy and parenting stress. Mothers of 207 middle school adolescents completed questionnaires. Instruments included scales on demand for parent education (Lee, 1995 and Byun, 1999), parenting efficacy (Gibaud-Wallston & Wandersman, 1978), and parenting stress (Kim, 2004 Abidin, 1990). Results showed mothers high in knowledge of parenting had higher parenting efficacy and less parenting stress mothers high in maternalanxiety expressed higher demand for parenting understanding and improvement and for their children's academic adjustment; and mothers with higher maternal parenting stress expressed higher demand for parenting education.

• 대한가정학회지
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• 제46권6호
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• pp.61-73
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• 2008

The purpose of this study was to examine the effects of group art therapy on maternal parenting stress and self-efficacy. The subjects of the study included 16 parents of elementary school students who participated in a group art therapy program offered at B Education Center, Pusan. Eight parents who wanted to receive parental education were allocated into an experimental group, While the other eight parents were regarded as the control group. Mothers in the experimental group participated in the group art therapy program which discussed parent education theories. This Program was composed of 17 sessions, performed once a week for one and a half hours. Research tools employed included parent stress test and parent self-efficacy test. The following results were obtained: Group art therapy was found to bring about a statistically significant decrease in parenting stress. Group art therapy was also found to bring about a statistically significant increase in parent self-efficacy. These results suggest that a program which integrates various parents education theories, within a group art therapy setting, can become an effective parent education tool which decreases maternal parenting stress and increases parent self efficacy.

• 아동학회지
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• 제36권3호
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• pp.35-57
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• 2015

The present study employed a pretest-posttest quasi-experimental design model in order to evaluate the effectiveness of the Respected Parents & Respected Children (RPRC) parent education program for mothers of early school-age children. Ninety mothers were randomly assigned to an intervention (n=45) group or a control group (n=45). Mothers in the intervention group participated in 8 weekly sessions of the parent education program. After the termination of the program, the differences between pretest and posttest were analyzed in terms of both maternal parenting characteristics (i.e., parenting behavior, parenting efficacy, parenting stress, and co-parenting) and children's social competence. The results indicated that only in the intervention group, self-reported positive parenting characteristics were significantly improved and negative parenting characteristics were significantly decreased. There were no significant effects of the program on children's social competence as rated by the mothers. These findings suggest that the RPRC parent education program is effective in changing parenting characteristics known as crucial predictors of child outcomes.

• 한국정보전자통신기술학회논문지
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• 제8권4호
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• pp.299-309
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• 2015

본 연구의 목적은 유아교육기관 만족도에 따른 부모의 자아존중감과 양육스트레스에 미치는 영향을 분석하고자 한다. 연구대상은 경상남도 OO시의 유아교육기관 학부모 700명을 대상으로 2014년 9월 20일부터 10월 10일 까지 설문조사를 실시하였다. 분석방법은 AMOS 18.0 프로그램을 사용하여 빈도분석, 요인분석, 다중회귀분석을 실시하여 유의수준 5%에서 검증하였다. 연구결과는 첫째, 부모의 유아교육기관에 대한 만족도가 부모의 양육스트레스에 직접적인 영향을 미치지 않았다. 둘째, 유아교육기관 만족도는 부모의 양육스트레스에는 직접적인 영향을 미치지는 않으나, 자아존중감은 양육스트레스에 영향이 있는 것으로 나타났다. 부모의 자아존중감이 높고, 유아교육기관에 대한 만족도가 높으면 양육스트레스는 낮게 나타났다. 본 연구의 시사점은 부모의 자아존중감과 양육스트레스 개선에 기초자료가 될 것으로 사료 된다.

• 아동학회지
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• 제37권2호
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• pp.95-109
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• 2016

Objective: This study used a pre-test and post-test quasi-experimental design to evaluate the effectiveness of the Respected Parents & Respected Children parent education program developed for mothers of toddlers. Methods: A total of 40 mothers were assigned to two groups, an intervention group (n = 20) and a waiting group (n = 20). Mothers in the intervention group participated in six weekly sessions of the parent education program. After the termination of the program, differences between the preand post-test in terms of mothers' parenting characteristics (i.e., parenting behaviors, parenting efficacy, and parenting stress) and toddlers' social and emotional characteristics were compared in both groups. Results: Mothers in the intervention group showed significant improvement in their parenting behaviors and parenting efficacy and decreased parenting stress, whereas mothers in the waiting group did not show any significant differences between pre- and post-test scores. Mothers in the intervention group also reported a significant improvement in their toddlers' level of imitation/play. Conclusion: These findings indicate that the Respected Parents & Respected Children parent education program is effective in bringing about positive changes in both mothers' and toddlers' characteristics, which can be crucial for the future developmental outcomes of children.