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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 35, Issue 6 - Dec 2014
Volume 35, Issue 5 - Oct 2014
Volume 35, Issue 4 - Aug 2014
Volume 35, Issue 3 - Jun 2014
Volume 35, Issue 2 - Apr 2014
Volume 35, Issue 1 - Feb 2014
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The Influence of Ego-Resiliency on School Adjustment in Children : The Moderated Mediating Effect of Stress by Self-Concept
Park, Young-Ah ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 1~14
DOI : 10.5723/KJCS.2014.35.3.1
This study examined the moderated mediating effect of stress by self-concept on the influence of ego-resiliency on school adjustment in children. The participants consisted of 278 4th-graders, who completed self-report questionnaires designed to assess ego-resiliency, school adjustment, self-concept, and stress. The results indicated the following: First, stress mediated the effect of ego-resiliency on school adjustment. Second, self-concept moderated the effect of stress on school adjustment. Third, the mediating effect of stress on the influence of ego-resiliency on school adjustment was moderated by self-concept. The mediating effect of stress was statistically significant when self-concept was positive, but was not statistically significant when self-concept was negative. Methods to improve children`s school adjustment are also included, based on the results of this research.
The Relationships between Maternal Mind-mindedness, Parenting Stress, Parenting Behaviors and Preschoolers` Emotional Intelligence
Kim, Kyoung-Sun ; Lim, Ji-Young ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 15~29
DOI : 10.5723/KJCS.2014.35.3.15
This study explored the relationships between maternal mind-mindedness, parenting stress, parenting behaviors and preschoolers` emotional intelligence. The subjects consisted of 107 preschoolers and their mothers. The result of this study are summarized as follows; First, maternal mind-mindedness had an indirect effect on parenting behaviors through parenting stress. Second, maternal mind-mindedness had a direct impact on emotional intelligence. These results clearly indicate that maternal mind-mindedness plays a crucial role in parenting behaviors and preschoolers` emotional intelligence.
The Moderating Effects of the Teacher-Child Relationship on the Relationship between Young Children`s Self-Control and Behavior Problems
Kim, Sun-Hee ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 31~47
DOI : 10.5723/KJCS.2014.35.3.31
This study investigates the moderating effects of the teacher-child relationship on the relationship between young children`s self-control and behavior problems. 150 young children aged 3, 4, and 5 and their 40 classroom teachers participated in this study. The results of this investigation reveal the following: (1) Young children`s self-control is significantly related to behavior problems. (2) The teacher-child relationship (conflict, dependence, intimacy) is significantly related to young children`s behavior problems. (3) The effects of self-control on young children`s anxiety and withdrawal behavior are significantly moderated by conflict driven teacher-child relationships. (4) The effects of self-control on young children`s aggression and impulsive behavior are significantly moderated by dependent teacher-child relationships.
The Moral Judgment and Justification Reasoning in terms of Aggressive Behavior by 3, 4 and 5 Year Olds : The Relationship to Children`s False Belief Understanding
Kim, Yu Mi ; Yi, Soon Hyung ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 49~69
DOI : 10.5723/KJCS.2014.35.3.49
The purposes of this study were (1) to investigate children`s moral judgment, justification reasoning in terms of aggressive behavior, and (2) it examined the relationship to false belief understanding. Children aged between 3 to 5 years(N
A Clustering Study of the Variables Related to Elementary School 5th Graders` Levels of Life Satisfaction
Chun, Hui Young ; Song, Youngjoo ; Lee, Mi Ran ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 71~92
DOI : 10.5723/KJCS.2014.35.3.71
Using the second year data of the Korean Child and Youth Panel Survey (KCYPS) elementary 4 panel, this study attempted to elucidate variables related to elementary school 5th graders` life satisfaction and how the variables are clustered in each gender. Analyzing the data of 2378 5th graders (boys 1180, girls 1084) indicated that variables related to their life satisfaction were self-esteem, parenting style, peer attachment, grade satisfaction, and school adjustment. Both boys and girls were clustered into three clusters. The cluster 1 children indicated the highest degrees of self-esteem, peer attachment, grade satisfaction and school adjustment levels, and they perceived parenting style more positively than the children from the other clusters. The cluster 3 children showed the opposite trends to the cluster 1 children in each of the five variables and the cluster 2 showed middle levels in all of the variables. The characteristics of the three clusters were analyzed in terms of the differences of children`s life satisfaction and explanatory variables of life satisfaction.
The Relationships between Parenting Stress, Parenting Sense of Competence, and Parenting Behavior in Korean and Japanese Mothers of Early School-Aged Children
Eom, Eun-Ju ; Park, Bo-Kyung ; Doh, Hyun-Sim ; Nishiwaki, Ryo ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 93~118
DOI : 10.5723/KJCS.2014.35.3.93
This study examined the relationships between parenting stress, parenting sense of competence, and parenting behavior in Korean and Japanese mothers of early school-aged children. A sample of 166 Korean mothers and 112 Japanese mothers completed questionnaires. First, in terms of results, Korean mothers reported higher scores in parenting stress, parenting sense of competence, and warmth and neglect than Japanese mothers did. In contrast, Japanese mothers scored higher on intrusiveness than Korean mothers. Second, for both groups, parenting stress was negatively related to warmth and reasoning, and positively related to intrusiveness, coercion, and neglect. Third, for both groups, parenting sense of competence was positively linked to warmth and reasoning, and negatively linked to intrusiveness, coercion, and neglect. Fourth, parenting stress was negatively associated with parenting sense of competence for both groups. Finally, parenting sense of competence mediated the associations between parenting stress and warmth for both groups. Only in the case of Korean mothers did parenting stress influence reasoning and intrusiveness through parenting sense of competence. These results imply that there may indeed be cross-cultural similarities and differences in three parenting-related variables between Korean and Japanese mothers.
The Structural Relationship between Director`s Servant Leadership, Teacher`s Empowerment and Organizational Cynicism Affecting on Teacher`s Organizational Commitment at Kindergartens and Child Care Centers
Ye, Nam-Hee ; Min, Ha-Young ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 119~135
DOI : 10.5723/KJCS.2014.35.3.119
The purpose of this study was to investigate the structural relationships between of kindergartens and child care centers director`s servant leadership, teacher`s organizational cynicism, empowerment, and organizational commitment. The subjects for this study were 760 teachers of kindergartens and child care centers located in Daegu, Kyoungbuk and Ulsan district. The data collected were analyzed by means of AMOS 19.0. The results indicated that 1) The director`s servant leadership, teacher`s empowerment and organizational cynicism have a direct influence on organizational commitment. 2) The director`s servant leadership directly influences teacher`s empowerment and organizational cynicism. 3) The director`s servant leadership indirectly influences teacher`s empowerment and organizational cynicism in terms of the level of organizational commitment.
The Moderating Effect of Optimistic Thinking on the Relationship between Sixth-Grade Elementary School Children`s Daily Hassles and Subjective Well-Being
Noh, Jee-Un ; Shin, Nana ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 137~156
DOI : 10.5723/KJCS.2014.35.3.137
The current study examined the relations between sixth-grade elementary school children`s perceptions of daily hassles, optimistic thinking, and subjective well-being. This study also investigated the moderating effect of optimistic thinking on the relationship between daily hassles and subjective well-being. A total of 474 sixth-grade elementary school children participated in this study. First, children`s daily hassles were negatively related to optimistic thinking and subjective well-being. As children perceived higher levels of daily hassles, they showed lower levels of optimistic thinking and subjective well-being. Children`s optimistic thinking was positively related to subjective well-being. Second, children`s optimistic thinking moderated the relations between daily hassles and subjective well-being. Specifically, for children with higher levels of optimistic thinking, their subjective well-being decreased with increasing levels of daily hassles related to parents and teachers. However, for children with lower levels of optimistic thinking, there was no relation between daily hassles and subjective well-being. These findings suggest that optimistic thinking could be an important means by which we could improve children`s subjective well-being, especially when they experience higher levels of daily hassles.
The Effects of Children`s Perceptions of Parental Expectations, Self-Esteem, and Achievement Motivation on School Happiness
Yoon, Namjung ; Shin, Nana ;
Korean Journal of Child Studies, volume 35, issue 3, 2014, Pages 157~176
DOI : 10.5723/KJCS.2014.35.3.157
A total of 378
grade elementary school students (194 boys and 184 girls) participated in a study investigating the direct and indirect effects (through self-esteem and/or achievement motivation) of children`s perceptions of parental expectations on school happiness. First, parental expectations did not have a direct effect on children`s levels of school happiness. Second, parental expectations did not have an indirect effect on children`s school happiness through self-esteem. Children who perceived higher levels of parental expectations showed higher levels of self-esteem, but the path from children`s self-esteem to school happiness was not significant. Third, parental expectations had an indirect effect on children`s levels of school happiness through achievement motivation. Children who perceived higher levels of parental expectations showed higher levels of achievement motivation, and children with higher levels of achievement motivation reported higher levels of school happiness. Finally, parental expectations indirectly influenced children`s school happiness through self-esteem and achievement motivation. These findings suggest that both environmental and individual factors need to be considered together to more comprehensively explain children`s levels of school happiness.