• Journal of Families and Better Life
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• v.32 no.2
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• pp.77-97
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• 2014

The purpose of this study was to examine 1) the relations among parent-reported, teacher-reported, and task-observed effortful control, and 2) the differences of preschoolers' effortful control based on preschoolers' gender and parenting behaviors (affectionate, controlled). In this study, the subjects were 221 preschoolers (104 boys, 117 girls) and their parents. The preschoolers' effortful controls was measured by Effortful Control Battery (Snack Delay, Turtle and Rabbit, and Red-Green Sign) and the Children's Behavior Questionnaire-Short Form. Parenting behavior was measured by the Parenting Style scale. The major results of this study were as follows. First, there were positive correlations between parent-reported effortful control and both teacher-reported and task-observed effortful control. Second, there were significant differences in preschoolers' effortful control by gender and level of affectionate parenting behavior. And there was an interaction effect between gender and level of affectionate parenting behavior on preschoolers' effortful control. The implications of this study were as follows. It is needed to evaluate effortful control in various circumstances and by multiple raters, and affectionate parenting behavior had an important role upon boys' effortful control rather than that of girls.

• Korean Journal of Child Studies
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• v.38 no.3
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• pp.19-32
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• 2017

Objective: This study examined whether the effects of fathering on school children's effortful control would be moderated by fathers' and mothers' own effortful control. Methods: The sample included 371 fourth grade children (47% boys) and their parents. Father's positive and negative parenting behaviors, parents' own effortful control and children's effortful control were assessed. Data were analyzed using hierarchical multiple regression in SPSS 18.0. Results: Parents' effortful control appeared to moderate the effect of fathering on children's effortful control. More specifically, parents' high levels of effortful control increased the effects of positive fathering on children's effortful control. Conclusion: Findings indicated that parents' effortful control tended to increase the effects of positive fathering (and lower the effects of negative fathering). This supports the importance of parents' effortful control in the development of school children's effortful control.