Advanced SearchSearch Tips
The Relationships Among Early Adolescents' Perceived Negative Parenting Practices Trajectories of Mobile Phone Dependency, and Self-Regulated Learning : With a Focus on Gender Differences
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
  • Journal title : Korean Journal of Child Studies
  • Volume 36, Issue 6,  2015, pp.165-188
  • Publisher : Korean Association of Child Studies
  • DOI : 10.5723/KJCS.2015.36.6.165
 Title & Authors
The Relationships Among Early Adolescents' Perceived Negative Parenting Practices Trajectories of Mobile Phone Dependency, and Self-Regulated Learning : With a Focus on Gender Differences
Hong, Yea-Ji; Yi, Soon-Hyung; Lee, Suhyun; Cho, Hyerhim;
  PDF(new window)
The purpose of this study was to examine the relationships among Korean early adolescents' perceived negative parenting practices, trajectories of mobile phone dependency(MPD), and self-regulated learning(SRL), while taking into account gender differences. Early adolescents are required to acquire self-regulation in Korean cultural contexts of a strong emphasis on academic achievement and recent technological advancements. The study made use of data from the Korean Children and Youth Panel Study(KCYPS), and three waves of data collected from 1,953 adolescents in , and grade were analyzed. The results can be summarized as follows. Growth-curve longitudinal analysis indicates that their initial value of MPD through to grade had increased, but the initial value and rate of change were significantly different according to gender. Furthermore, the results of multiple group analysis revealed that some path weights appeared different according to gender. For male students, the rate of change in MPD did not have a significant effect on either SRL in or grade, whereas for female students, it predicted the existence of significant relationships with them. The implications of these findings were also discussed.
early adolescents;negative parenting practice;mobile phone dependency;self-regulated learning;gender difference;
 Cited by
부모양육태도 불일치 연구동향과 측정도구 신뢰도 및 타당성 분석,최진;권호장;

한국산학기술학회논문지, 2016. vol.17. 5, pp.316-324 crossref(new window)
A Study on the Longitudinal Relation Between Early Adolescents' Mobile Phone Dependency and Self-Regulated Learning Using an Autoregressive Cross-Lagged Modeling: Multigroup Analysis Across Gender, Korean Journal of Child Studies, 2016, 37, 4, 17  crossref(new windwow)
Structural Relationships Among Children’s Duration of Media Use, Behavior Problems, and School Adjustment, Korean Journal of Child Studies, 2017, 38, 2, 191  crossref(new windwow)
Effects of Gender and Interpersonal Factors on Early Adolescents’ Trajectories of Mobile Phone Use With Reference to its Purposes, Korean Journal of Child Studies, 2017, 38, 2, 93  crossref(new windwow)
Augner, C., & Hacker, G. W. (2012). Associations between problematic mobile phone use and psychological parameters in young adults. International Journal of Public Health, 57(21), 437-441. crossref(new window)

Bianchi, A., & Phillips, J. G. (2005). Psychological predictors of problem mobile phone use. Cyberpsychology & Behavior, 8(1), 39-51. crossref(new window)

Boekaerts, M. (1995). Self-regulated learning: Bridging the gap between metacognitive and metamotivation theories. Educational Psychologist, 30(4), 195-200. crossref(new window)

Chang, E. K., & Choi, Y. S. (2010). Cellular phone use among middle and high school students. Korean Journal of Family Therapy, 18(2), 193-212.

Chang, S. J., Song, S. W., & Cho, M. A. (2011). The effects of mobile phone dependency, perceived parenting attitude, attachment to peer on school life Adjustment of middle School Students. Korean Journal of Youth Studies, 18(12), 431-451.

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-108. crossref(new window)

Deci, E. L., Driver, R. E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993). The relation of mothers' controlling vocalizations to children's intrinsic motivation. Journal of Experimental Child Psychology, 55(2), 151-162. crossref(new window)

Eagly, A. (1987). Sex differences in social behavior: A social-role interpretation. Hillsdale, NJ: Erlbaum.

Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64(5), 1461-1474. crossref(new window)

Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86(1), 104-113. crossref(new window)

Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252. crossref(new window)

Ha, M. S. (2014). Identifying latent profiles in adolescents' school adjustment and testing the mobile phone usage type as determinants of the profiles. Korean Journal of Youth Studies, 21(4), 155-179.

Han, J. R., & Hur, G. H. (2004). Construction and validation of mobile phone addiction scale. Korean Journal of Journalism and Communication Studies, 48(6), 138-165.

Hong, S. H. (2013a). Basic theory and application of structural equation model. Unpublished manuscript of S & M Research Group, Seoul, Korea.

Hong, S. H. (2013b). Various models using structural equation model. Unpublished manuscript of S & M Research Group, Seoul, Korea.

Hong, S. H., Malik, M. L., & Lee, M. K. (2003). Testing configural, metric, scalar, latent mean invariance across genders in sociotropy and autonomy using a non-western sample. Educational and Psychological Measurement, 63(4), 636-654. crossref(new window)

Hong, S. H., & You, S. K. (2004). Multivariate second-order latent growth modeling of the longitudinal relationship between perceived control and academic achievement. Journal of Education Evaluation, 17(2), 131-146.

Hong, Y. P. (2002). The self-directed learning readiness of specialized high school students and its related variables. Unpublished master's thesis, Seoul National University, Seoul, Korea.

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. crossref(new window)

Huh, M. Y. (1999). The study for the development and validation of parenting behavior inventory perceived by adolescent. Unpublished doctoral dissertation, Ewha Womens' University, Seoul, Korea.

Jang, S. H., Jung, J. H., Lee, S. S., Park, J. H., & Seo, S. W. (2010). The relationship between parents parenting style and self-directed learning readiness in middle school students. Korean Association Study for Learnercentered Curriculum and Instruction, 10(1), 107-126.

Jeon, M. U., & Kim, T. K. (2014). The effect of life-goal of youth on satisfaction of youth activity: A mediating effect of self-identity and behavior control. Journal of the Korea Institute of Youth Facility and Environment, 12(3), 137-146.

Kang, D. J. (2005). The relationships among internal-external control, academic selfefficacy, overuse of mobile phone and academic achievement. Unpublished master's thesis, Kyungnam University, Seoul, Korea.

Kendall, P. C., & Wilcox, L. E. (1979). Self-control in children: Developmental of a rating scale. Journal of Counseling and Psychology, 47(6), 1020-1029. crossref(new window)

Kim, A. Y. (2002). Validation of taxonomy of academic Motivation based on the selfdetermination theory. The Korean Journal of Educational Psychology, 16(4), 169-187.

Kim, J. H. (2014). The effects of parenting attitude and peer attachment on the self-regulated learning of adolescents mediated by mobile phone dependency. Forum for Youth Culture, 39, 41-61. crossref(new window)

Kim, S. A., & Han, Y. S. (2015). The moderating effect of after-school caregiver absence between school adjustment and mobile phone dependency in early adolescence. Korean Journal of Child Studies, 36(1), 147-162.

Kim, S. Y., & Hong, S. H. (2014). Estimating adolescent's changes in mobile phone dependence: Testing for the effects of ecological factors on individual differences in the changes. Studies on Korean Youth, 25(3), 101-123. crossref(new window)

Kim, Y. M., & Lim, Y. S. (2012). Structural model of democratic parenting style, ego-resilience, cell phone dependency, self-directed learning. Studies on Korean Youth, 23(2), 273-299.

Kline, P. (1993). The handbook of psychological testing. New York: Routledge.

Knollmann, M., & Wild, E. (2007). Quality of parental support and students' emotions during homework: Moderating effects of students' motivational orientations. European Journal of Psychology of Education, 22(1), 63-76. crossref(new window)

Koo, H. Y. (2012). Factors influencing cell phone addiction in middle school students by gender. Korean Parent-Child Health Journal, 15(2), 60-70.

Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25(3), 343-354. crossref(new window)

Lee, H. G. (2008). Exploration the predicting variables affecting the addictive mobile phone use. The Korean Journal of Social and Personality Psychology, 22(1), 133-157.

Lee, H. S., & Jung, S. Y. (2011). Mothers' covert narcissism and child-rearing practices as related to adolescence's social anxiety. Journal of Youth Welfare, 13(3), 171-189.

Lee, H. S., & Kwon, Y. A. (2012). The relationships between mother's psychological control and self-directed learning ability in elementary school students: Focusing on the mediating effects of self-determined motivation. Journal of Korean Home Economics Association, 50(8), 125-135.

Lee, J. M., Kang, S. J., Lee, K. Y., & Yi, S. H. (2015). The effects of parenting practice on the trajectories of change in the school adjustment of upper elementary students. Korean Journal of Child Studies, 36(4), 91-110. crossref(new window)

Lee, S. H., Kim, H. S., & Nah, E. Y. (2002). Research on adolescents' cell phone use and its effect, Research Report 2002. Seoul: Social Mental Health Research Hub form Samsung Life Public Foundation.

Lee, S. M. (1995). Factor analysis: Focused on exploratory factory analysis. Seoul: Hakjisa.

Marks, I. (1990). Behavioral(non-chemical) addictions. British Journal of Addiction, 85(11), 1389-1394. crossref(new window)

Medinnus, G. (1965). Delinquents' perceptions of their parents. Journal of Consulting Psychology, 29(6), 592-593. crossref(new window)

Ministry of Gender Equality and Family(2013). 2013 Survey of Youth Media Usage.

Mischel, W., & Mischel, H. N. (1983). The development of children's knowledge of self-control strategies. Child Development, 54(3), 603-619. crossref(new window)

National Youth Policy Institute(2014). Korean Children and Youth Panel Survey 1-3th wave User's Guide.

Paris, S. G., & Newman, R. S. (1990). Development aspects of self-regulated learning. Educational Psychologist, 25(1), 87-102. crossref(new window)

Park, S. H., & Seo, E. H. (2008). Self-regulated learning of adolescents: Its current status and educational implications. Korean Journal of Psychological and Social Issues, 14(1), 135-152.

Pino-Pasternak, D., & Whitebread, D. (2010). The role of parenting in children's self-regulated learning. Educational Research Review, 5(3), 220-242. crossref(new window)

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R., Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). SanDiego, CA: Academic Press.

Shin, N. N., & Doh, H. S. (2000). Interaction effects of parent-child relationship and school adjustment on adolescent self-concept. Journal of Korean Home Management Association, 18(3), 99-114.

Sigel, I. E. (2002). The psychological distancing model: A study of the socialization of cognition. Culture & Psychology, 8(2), 189-214. crossref(new window)

Son, S. A., Ahn, K. S., & Kim, S. K. (2006). The study on psychological factors affecting the self regulation in adolescence. Studies on Korean Youth, 17(1), 127-148.

Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69-74. crossref(new window)

Sung, E. M., & Jin, S. J. (2012). The effects of cell phone use according to the adolescence gender differences on self-regulated learning and achievement. The Journal of Educational Information and Media, 18(4), 441-467.

Walberg, H. J. (1984). Families as partners in educational productivity. Phi Delta Kappan, 65(6), 397-400.

Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181-191. crossref(new window)

Yang, M. H. (2000). The study on the development and validation of self-regulated learning model. Unpublished doctoral dissertation, Seoul National University, Seoul, Korea.

Youn, B. R., Jang, H. W., & Kim, K. K. (2013). Structural relationships between parental socioeconomic status, academic support, parenting styles, participation in private education, and self-directed learning ability. The Korea Educational Review, 19(3), 99-122.

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In D. H. Schunk & B. J. Zimmerman (Eds.), Selfregulated learning: From teaching to selfreflective practice (pp. 1-19). New York: Guilford.

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628. crossref(new window)