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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 33, Issue 6 - Dec 2012
Volume 33, Issue 5 - Oct 2012
Volume 33, Issue 4 - Aug 2012
Volume 33, Issue 3 - Jun 2012
Volume 33, Issue 2 - Apr 2012
Volume 33, Issue 1 - Feb 2012
Selecting the target year
The Five-year Developmental Trajectories of Perceived Stress and Depression in Korean Youth
Park, Mi Hyun ; Park, Kyung Ja ; Kim, Hyoun K. ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 1~17
DOI : 10.5723/KJCS.2012.33.4.1
This study examined the developmental trajectories of perceived level of stress and depression in Korean youth using longitudinal data from the Korean Youth Panel Study (KYPS) of 2,844youth (1,524 boys) across
grade. Latent growth modeling indicated the presence of age-related, significant increases in stress and depression for both boys and girls. Girls experienced greater in stress and depression than did boys. Multiple group analysis indicated that there was no significant sex difference in effects of stress on depression. Overall, increases in stress were associated with increases in depression levels for both boys and girls. Conceptual and clinical implications of the findings were discussed.
Daily Manifestations of School Maladjustment Among Elementary School Students
Lee, Meery ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 19~34
DOI : 10.5723/KJCS.2012.33.4.19
This study investigated the differences in time use patterns and psychological states across daily activity contexts and interpersonal contexts, depending on the levels of school maladjustment among elementary school students. Using the Experience Sampling Method (ESM), 107 elementary school 6th grade students` daily time use patterns and psychological states across daily contexts were measured six times a day over a period of 4 days. Using the school maladjustment scale, an internal problem based school maladjusted group and an external problem based school maladjusted group were identified and selected. The daily time use patterns and psychological states of both school maladjusted groups were compared to those of the adjusted groups. The principle findings are as follows: first, the school maladjusted group students` daily time use patterns across daily activity contexts or interpersonal contexts did not differ from those of the students from the school adjusted group. Second, the school maladjusted group students experienced more negative emotions, lower concentration levels, and lower motivation levels across daily contexts than the school adjusted group students. These differences in motivation between the external problem school maladjusted group and adjusted group, however, were greater in the schoolwork context compared to the other daily activity contexts. The findings were discussed in the contexts of the daily experiences of child school maladjustment.
The Moderating Effects of Self Control and Social Support in the Relationship between Stress and Problem Behaviors of Children of Divorced Single Parent Families According to Gender
Ji, Seon Rye ; Lee, Sook ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 35~50
DOI : 10.5723/KJCS.2012.33.4.35
This study explored the moderating effects of self control and social support in terms of the relationship between stress and problem behaviors of children of divorced single parent families according to gender. A questionnaire was administered to elementary school-aged children (grades 3-6). 266 children from divorced single parent families were surveyed. The major findings were as follows : first, self control had a moderating role to play in the relationship between stress and problem behaviors for girls. Second, social support also had a moderating effect in the relationship between stress and problem behaviors for boys. Third, the variables having a moderating effect in the relationship between stress and problem behaviors of children also differed according to gender. Therefore differences in gender should be considered when seeking moderating the relationship between stress and problem behaviors of children.
The Relationship between Parents` and Adolescents` Optimism : The Mediating Effects of Parents` Achievement Parenting behavior
Lee, Sun Hwa ; Kim, Hee Hwa ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 51~68
DOI : 10.5723/KJCS.2012.33.4.51
The purpose of this study was to examine the mediating effects of achievement parenting behavior on the relationship between parents` and adolescents` optimism. The subjects of the study were 514 adolescents who were selected from the first and second grades of middle schools in Busan as well as their parents. The results indicated that parents` achievement parenting behavior had mediating effects on the relationship between parents` and adolescents` optimism. In boy adolescents, parents` achievement parenting behavior had partially mediating effects on the relationship between parents` and boy adolescents` optimism. In girl adolescents, fathers` achievement behavior had complete mediating effects on the relationship between fathers` and girl adolescents` optimism. Moreover, it was observed that mothers` achievement parenting behavior had partially mediating effects on the relationship between mothers` and girl adolescents` optimism.
Maternal Perceptions of the Conditions of Happiness across the Life-Cycles of Their Children
Chung, Kaisook ; Yoo, Meesook ; Park, Suhong ; Choi, Eunsil ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 69~89
DOI : 10.5723/KJCS.2012.33.4.69
The purpose of this study was to examine the differences in maternal perceptions of mothers in regards to the conditions of happiness across the life-cycles of their children. The participants consisted of a total of 961 women who were the mothers of preschool children, school aged children, and adolescents. The mothers completed a questionnaire on the perceptions of the conditions of happiness which consisted of a total of 56 items. The results of this study revealed that mothers in their 20`s and 30`s, with high levels of education, and on high incomes were more likely to have high expectations regarding most of the conditions of happiness compared to mothers in their 40`s and 50`s, with lower levels of education, and on low incomes. In addition, the results further revealed that mothers perceived that `children grow up well and healthy` as being the most important factor in their happiness regardless of the life cycles of their children. In particular, mothers with younger children tended to give greater priority to a close mother-child relationship in their happiness. However, when mothers` demographic variables were controlled, there were no differences in maternal perceptions of the conditions of happiness across the life-cycles of their children. The implications of parent education and the directions of following research were also discussed.
The Relationship between Toddlers` Vocabulary Ability, Classroom Reading Activities and Teachers` Verbal and Nonverbal Behaviors during Book Reading
Jeung, Jee Eun ; Kim, Myoung Soon ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 91~106
DOI : 10.5723/KJCS.2012.33.4.91
The purpose of this study was to investigate the relationship of toddlers` vocabulary ability with reading activities and teachers` verbal and nonverbal behaviors during book reading. The subjects were 52 teachers and 104 toddlers at age 2. Lee and Kim (2004)`s categories of the Teachers` Verbal Behaviors, the categories of the Nonverbal Behavioral Analysis(Kim. 2005), and the Peabody Picture Vocabulary Test-Revised (Kim, et al.1995) were used. The data was analyzed by t-test, ANOVA, and Correlations. The results indicated that there were significant correlations in the subcategories of reading activities in classrooms, teachers` picture book reading behaviors, and toddler`s vocabulary ability. The toddler`s vocabulary ability increased as the `interacting time both before and after book reading` became longer. The toddler`s vocabulary ability increased as `connecting with previous experience`, `asking questions for confirmation`, `acknowledging,` and `expanding` of verbal behavior, as well as the nonverbal behavior, such as `requesting behavior`, `emotional contact,` and `empathetic behavior.` In conclusion, teachers` reading behaviors and activities were related to toddlers` vocabulary ability.
The Factors Influencing Service Outcomes of Group Homes and Residential Care Centers : Focusing on Blinder-Oaxaca Decomposition
Chung, Ick Joong ; Woo, Seok Jin ; Kang, Hyun Ah ; Chun, Jong Serl ; Lee, Jung Ae ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 107~127
DOI : 10.5723/KJCS.2012.33.4.107
This study investigates the factors influencing service outcomes of group homes and residential care centers, as well as the factors causing any differences between the two service outcomes. 119 and 137 5-6th graders were selected from group homes and residential care centers respectively, using the cluster sampling method. Multiple regression and Blinder-Oaxaca decomposition were used in this study. The results revealed that `stigma`, `school adjustment`, and `social support` were significant factors influencing service outcomes among children in group homes, while `stigma`, `primary caregivers` attitude`, and `peer relations` were identified as significant factors among children in residential care centers. The study also found that the mean service outcome score for group homes was higher than that of residential care centers. The 74 percent of this difference in the mean scores was due to the difference in children` characteristics of the two out-of-home care service types. The remaining 26 percent of this difference was due to unobserved characteristics. Finally, the implications of this study in child welfare practices were also discussed.
A Study on the Relationships between Job Satisfaction, Teacher Efficacy, and Job Stress of Early Childhood Teachers
Lee, Jung-Hyun ; Ahn, Hyo-Jin ;
Korean Journal of Child Studies, volume 33, issue 4, 2012, Pages 129~141
DOI : 10.5723/KJCS.2012.33.4.129
The aim of this study is to examine the influence of job stress and teacher efficacy on early childhood teachers` job satisfaction levels. Data from 321 early childhood teachers working in kindergarten and child-care centers located in Incheon metropolitan city were collected. The data was analyzed by means of the SPSS 18.0 package. The results of this study were as follow; first, job stress was negatively correlated with job satisfaction. Job satisfaction levels were positively correlated with teacher efficacy. Secondly, job stress had a negative influence on job satisfaction levels. Teacher efficacy had a positive influence on job satisfaction levels. Thirdly, job stress had a directly negative influence on job satisfaction levels. It was also revealed that teacher efficacy had an indirect effect on the relationship between job stress and job satisfaction levels.