• Journal of the Korean Home Economics Association
• /
• v.40 no.1
• /
• pp.53-68
• /
• 2002

The purpose of this study was to examine the effects of parental beliefs, efficacy and stress on mother's parenting behaviors. The subjects were 243 mothers of two to three-Year-old children in Seoul. The main results showed that parental beliefs, efficacy and stress were significantly related with parenting behaviors. That is, the resets of mutiple regression analysis indicated that parental efficacy, beliefs and stress were significant variables predicting mother's parenting behavior. However, the predictive powers of these variables were different depending on the characteristics of parenting behaviors. And the relationship between mother's parental stress and parenting behaviors was mediated by mother's parental efficacy. To conclude, mother's cognitions such as parental beliefs, parental efficacy, and a perception of parenting stress turned out to be the vital factors in predicting parenting behaviors.

• Journal of Families and Better Life
• /
• v.34 no.6
• /
• pp.1-14
• /
• 2016

The purpose of this study is to examine the relation among adolescents' perception of parental overprotection, goal-seeking orientation, self-handicapping and academic procrastination. Questionnaires were administered to 1200 male and female high school students in Gyeonggi Province. A total of 942 questionnaires were statistically analyzed through mean, standard deviation, frequency analysis, one-way analysis of variance, Pearson's correlation analysis, and multiple regression analysis. The major results of the study are as follows: First, adolescents' academic procrastination differed by school grades. Second, for the high-performing group, self-handicapping, goal-seeking orientation and parental overprotection were significant predictors of their academic procrastination. For the mid-level performing group, self-handicapping and goal-seeking orientation were significant predictors of their academic procrastination. For the low-performing group, self-handicapping was the only predictor of their academic procrastination. Third, for the high-performing group, self-handicapping meditated the relation between parental overprotection and academic procrastination. Those results provide useful information regarding proactive support or intervention for adolescents' academic procrastination.

• Journal of Korea Game Society
• /
• v.15 no.6
• /
• pp.65-76
• /
• 2015

This study attempts to investigate the parent's perception types of online game and their related factors. The data was collected through the online survey from 485 parents. As a result, the parent's perception types of online game were classified as 4 types. Each perception type shows differences in an attitude and reaction to online game and gender. Next, this study employed a multinomial logistic regression model to examine variables influencing the parent's perception types of online game. The result shows that parent's gender, controlling parental style, and problematic communication have statistically significant effects on the parent's perception types of online game. This study holds its significance in considering the game use of children in the context of parent-child relationship by exploring the parent's perception of online game and its influencing variables.

• The Journal of the Korea Contents Association
• /
• v.16 no.9
• /
• pp.386-395
• /
• 2016

The aim of the study was to explore the effects of parental media mediation types on adolescents' perception of the usefulness of the broadcasting rating system. A total of 520 middle school students participated in the survey. Results showed a higher utility of 'autonomy-supportive restriction' strategy by the parents led to more positive perception of the usefulness of the rating system. This study argues that parents need to pursue a mediation strategy in which a rationale for prohibiting media contents use should be provided and in which the perspective of the adolescent is taken seriously.

• Child Health Nursing Research
• /
• v.23 no.1
• /
• pp.91-100
• /
• 2017

Purpose: The purpose of this study was to investigate parents' perception and behaviors in the case of a child safety accident. Methods: The participants were 254 parents of children under 12 years old. Data were collected from October 12 to November 25, 2016 using self-report questionnaire. Results: The mean score for parental perception and behaviors showed a high score of $3.12{\pm}0.30$. In addition, the top three categories were drug management ($3.45{\pm}0.54$), prevention of burns ($3.34{\pm}0.52$), and vehicle safety ($3.34{\pm}0.44$). The overall difference in categories of perception and behaviors about child safety accidents according to demographic characteristics of participants, was developmental age (F=5.616, p=.004). Most of the categories had significant correlation with other categories. Conclusion: Findings in this study show parental perception and behaviors were relatively high. It is recommended that safety education for parents should be done for a healthy life for their children.

• Korean Journal of Child Studies
• /
• v.12 no.2
• /
• pp.130-145
• /
• 1991

The purpose of this study was to investigate parental authority by sex and age of child. The subjects of this study were 546 elementary school and middle school children in Seoul. The instrument was the Parent Authority Scale (김경희, 1991). Statistical analysis of the data was by two-way multivaliate analysis of variance, simultaneous confidence interval and structure coefficients. There were sex and age differences in children's perception of parental authority. There was a significant interaction effect between children's sex and age on parental authority.

• Journal of the Korean Home Economics Association
• /
• v.33 no.5
• /
• pp.241-253
• /
• 1995

The purpose of this study was to identify how th ADHD variable and family variables influence parents' perception of parental role, family functioning. Subjects were 478 preschoolers at the ages of 3-6 and their teachers and parents. The CTRS-10, the PSI, the FACESⅢ were used. The major findings were as follows ; 1) The variables which ae influential in parental strain were shown in order of the social psychological resource variables, the ADHD variable, and the social demographic variables. The sole ADHD variable's influence was high (β=.26***, increased R2=5.4%). 2) The variables which are influential in parental mastery were shown in order of the social psychological resource variables, the ADHD variable, and the social demographic variables. The sole ADHD variable's influence was high(β=.13*, increased R2=1.5%), also. 3) The variables which are influential in family cohesion and adaptability were shown in order of the social psychological resource variables, the social demographic variables. In both family cohesion and adaptability, the sole ADHD variables' influence was insignificant(β=-.08, increased R2=-0.3%, increased R3=-0.3%). Implications to knowledges as well as recommendations for future research are discussed.

• Korean Journal of Human Ecology
• /
• v.15 no.6
• /
• pp.905-917
• /
• 2006

The purpose of this study was to examine what parents really want to daycare center and how much they are satisfied with the daycare service they use. This study also explored how exactly daycare teachers recognize the parental needs and satisfaction on daycare service. One hundred and seventy one parents who send their child to a daycare center in Seoul, and one hundred and thirty five teachers from the same daycare centers participated in this study. Parents were asked about their needs and expectation on daycare service and the degree of satisfaction on the daycare center (including educational facilities, teacher's role, specific programs, etc.). Teachers provided answers about their understanding on what the parents want and how much parents are satisfied with their daycare center. Results revealed that parents are generally satisfied with the daycare service such as educational programs and educational facilities and teachers' role conducting. However, some parent-teacher differences were found in their perception on the levels and domains of parental expectation and satisfaction with daycare service. The parent-teacher differences would give very practical tips for teachers, who plan and conduct everyday daycare programs and actually interact with children in the setting for better daycare service.

• Journal of Families and Better Life
• /
• v.30 no.2
• /
• pp.65-73
• /
• 2012

This study investigates influence of parental attachment on school adjustment using self-perceived competence as a mediating variable for perceived school age children. The subjects were 760 children who are 4, 5, and 6 grades in 4 elementary schools at Daegu. The collected data were analyzed by single and multiple regressions that used SPSS win 19.0 The results were as follows: (1) The parental Attachment perceived by school-age children was positively associated with on school adjustment. The parental attachment level of school-age children becomes higher as the perception of school adjustment increases. (2) The parental attachment perceived by school-age children was positively associated with self-perceived competence. That is, the parental attachment level of school-age children becomes higher as the self-perceived competence increase. (3) The effect of parental attachment in the school adjustment by children was reducing explanation when controlled for the self-perceived competence. The Parental attachment that influenced the school adjustment is partially mediated by self-perceived competence. The results of this research indicates that both the quality improvement of inter-relationship between children and parents for school adjustment of school-age children and training for strengthening self-perceived competence of school-age children are important.

• Korean Journal of Human Ecology
• /
• v.19 no.4
• /
• pp.625-639
• /
• 2010

This study compared male and female university students' perceptions of parenthood and their need for pre-parental educational program. Responses of 579 university students in 5 universities were collected using a questionnaire developed by the researchers. Data were analyzed using a T-test and Pearson's chi squared test. Results showed that (1) systematic and pre-parental education may increase opportunities for university students to prepare parent and child rearing skills. (2) Any pre-parent educational program developed should cover practical and such as communication skills, child-rearing techniques and ways of disciplining children. In this way an educational program could provide university students suitable guidance and give them a positive and proper attitude toward parenting should they become parents in the future.