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REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Korean Journal of Child Studies
Journal Basic Information
Journal DOI :
Korean Association of Child Studies
Editor in Chief :
Volume & Issues
Volume 32, Issue 6 - Dec 2011
Volume 32, Issue 5 - Oct 2011
Volume 32, Issue 4 - Aug 2011
Volume 32, Issue 3 - Jun 2011
Volume 32, Issue 2 - Apr 2011
Volume 32, Issue 1 - Feb 2011
Selecting the target year
An Examination of Variables Influencing Beliefs about Intellectual Ability
Kim, Ok-Boon ; Kim, Hye-Jin ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 1~13
DOI : 10.5723/KJCS.2011.32.2.1
This research exercise was undertaken in order to examine whether academic achievement, academic attitudes, achievement goals, and family process had an influence on beliefs about intellectual ability. The subjects were 434 junior-high school students in Seoul and Incheon. The results of this study indicated that 162 students with incremental beliefs had higher scores in all five sub-factors of academic attitudes, two sub-factors in their achievement goals (namely their mastery goals and approach performance goals), and four sub-factors of family process (closeness, monitoring, communication, and approval) than 155 students with entity beliefs. The results of the binary logistic regression analysis revealed that academic self-perceptions, attitudes towards teachers, goal values, approach performance goals, closeness, and communication factors significantly affected beliefs about intellectual ability.
Pathways from Interparental Conflict to Adolescents` Problem Behavior through Maternal Support and Control and Quality of Peer Relationships
Cho, Joo-Yon ; Doh, Hyun-Sim ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 15~34
DOI : 10.5723/KJCS.2011.32.2.15
The main purpose of this study was to examine pathways from interparental conflict to adolescents` problem behavior through maternal support and control and/or quality of peer relationship. A sample of 340 high school students (166 boys and 174 girls) in Incheon completed questionnaires on interparental conflict, maternal support and control, quality of peer relationship, and problem behavior. Data were analyzed by means of structural equation modeling. The results demonstrated that interparental conflict had a direct influence in both internalizing and externalizing problem behaviors, indicating that adolescents who perceived higher levels of interparental conflict had more problem behaviors. Regarding pathways from interparental conflict to problem behavior through maternal support and control and/or quality of peer relationships, adolescents perceiving higher levels of interparental conflict reported higher maternal psychological control and lower support and behavioral control. This was followed by a lower level of quality in terms of their peer relationships; the lower quality of peer relationships resulted in more adolescent problem behaviors. These results indicate that interparental conflict and maternal support and control play crucial roles in the development of internalizing and externalizing problem behavior, respectively.
Validation of the Penn Interactive Peer Play Scale for Korean Young Children with a Special Focus on Confirmatory Factor Analysis
Choi, Hye-Yeong ; Shin, Hae-Young ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 35~52
DOI : 10.5723/KJCS.2011.32.2.35
The purpose of this study was to evaluate the validity and reliability of the Penn Interactive Peer Play Scale (PIPPS) for Korean young children, with a special confirmative factor analysis. The participants were composed of 435 5-to 6-year-old children and their parents, and 42 teachers. The instruments included the 32-item exploratory PIPPS (Choi & Shin, 2008), the Preschool Behavior Questionnaire (PBQ; Park, 1992), and the PIPPS on parental reporting. The PIPPS was confirmed, and supported the following constructs resulting in the investigation of 3 factors, `play disruption`, `play interaction`, and `play disconnection`, along with 30 items similar to the PIPPS (2008). Inter-correlations between the sub-factors of PIPPS with those of criterion measures were validated by ratings from the PBQ and the parent version of the PIPPS. The reliability coefficients of the sub-factors of the PIPPS ranged from .85 to .92. In conclusion, 3 factor structure of the PIPPS was appropriate to represent the interactive peer play of Korean young children.
Children and Adolescents` Assessments of Child Friendly Cities
Hong, Seung-Ae ; Lee, Jae-Yeon ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 53~70
DOI : 10.5723/KJCS.2011.32.2.53
Child Friendly Cities (CFC) is a framework for action with the aim of implementing the UN CRC led by local government in an urban context. A number of surveys with 755 children and adolescents were conducted in order to assess the community`s child-friendliness level of Seoul. The results of this study were as follows : 1) Comprehensive assessment of the city`s child-friendliness was overall seen to be negative. 2) In regards to the city`s child-friendliness, the assessments of Children were more positive than those of the adolescents. 3) Boys assessed the city`s child-friendliness more positively than girls. 4) The children and adolescents living in more wealthy communities assessed the city`s child-friendliness more positively than those living in poorer areas. This study suggested that a local action plan for the Child Friendly Cities must be implemented to fulfill the CFC standards.
The Effects of Cooperative Learning on Children`s Understanding of Geometry
Kwon, Young-Re ; Lee, Kyung-Jin ; Shin, Ok-Ja ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 71~85
DOI : 10.5723/KJCS.2011.32.2.71
This study was carried out in order to better understand how cooperative learning effects the geometric understanding of young children. The geometry tasks used in the study included the geometric relationship between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization and spacial reasoning. The subjects were composed of children aged five years and were taken from two kindergartens in a relatively new city close to Seoul. The experimental group of children the comparative learning in geometry. The comparative group of children were enrolled in a kindergarten that uses an the intergrated curriculum. The results indicated that cooperative learning impacted positively on the children`s understanding of geometry. The specific results are as follows : The scores that the experimental acquired were higher in terms of p < .001 level. than the scores of the comparative group studying the geometric relationships between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization & spacial reasoning.
The Development of a Basic Life Habit Parents Rating Scale for Infant Early Childhood
Kim, Myoung-Soon ; Byun, Hye-Weon ; Kim, Gil-Sook ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 87~104
DOI : 10.5723/KJCS.2011.32.2.87
The purpose of this study was to develop a basic life habit scale for infant early childhood. The participants of this study were composed of 1,000 parents of children aged from two to five years old in the Seoul, Gyeong-gi, and In-cheon areas. For the purposes of data analysis, the study made use of the following methods : descriptive statistics for SES variables, item-analysis, factor analysis for validity, and Cronbach`s a for reliability. Most items were acceptable in terms of item response rates, and item discrimination. The results of factor analysis uncovered six factors, and 46 items were selected from a total of 69 items in the original scale. The six factors were (1) safety and rules (2) neatness (3) manners (4) self-help (5) eating habits (6) cleanliness. Cronbach`s a value for the reliability of the factors ranged from .76 to .94.of Cooperative Learning. Methods. Westport, CT : Greenwood Press.
The Relationship between Mothers` Parenting, Children`s Self-Esteem, and Stress
Choi, Mi-Kyung ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 105~121
DOI : 10.5723/KJCS.2011.32.2.105
The main purpose of this study was to examine the relationship between mothers` parenting, children`s self-esteem, and stress. The participants were composed of 320 elementary school 5th graders (161 boys and 159 girls) from the Seoul area. They completed questionnaires on mothers` parenting, children`s self-esteem, and stress. The data were analyzed by means of Pearson`s correlation coefficients and regressions. It was observed that maternal warmth was negatively correlated with children`s stress in both boys and girls. Children`s self-esteem was also negatively correlated with children`s stress in both boys and girls. in addition maternal warmth was positively correlated with self-esteem in both boys and girls. It was futher found that self-esteem tended to play a partially mediating role between maternal warmth and children`s stress only in boys. Self-esteem tended to play a perfectly mediating role between maternal permissiveness/nonintervention and children`s stress only in girls. These results indicated that children`s self-esteem plays a crucial role in improving the levels of children`s stress.
A Study of Creative Drama Activities for Young Children Based on Picture Books
Choi, Kyoung ; Hyun, Eun-Ja ;
Korean Journal of Child Studies, volume 32, issue 2, 2011, Pages 123~148
DOI : 10.5723/KJCS.2011.32.2.123
The purpose of this study was to explore children`s experiences in a series of creative drama activities based around the use of picture books. The subjects were a total of 17 children 4 years of age. The research, implemented over the courses of 10 weeks, was integrated into their daily education curriculum. The children`s drama activities were collected by participant observation, field notes, audio and videotape transcriptions, documentation of the young children`s drama activities (eg. pantomimes, role plays & improvised expression, improvisations). The analysis reveals the following findings : 1) even shy and passive young children tried to participate in pantomime activities after reading books. 2) In role play & improvised expression activities, young children were immersed in the improvised situation and spontaneously expressed their emotions and thoughts as actors without the use of any scripts, in an impromptu manner. 3) In improvisation, young children collaborated with other children to create the improvisation by extending or transforming the content of the picture books through their own ideas.