open access
메뉴
open access
메뉴
ISSN : 1229-0718
The purpose of this study was to investigate the mediating role of children’s negative temperament characteristics on the relationship between early school adjustment and mothers’ parenting attitudes. The participants were 124 pairs of mothers and classroom teachers of children. Children’s temperaments and mothers’ parenting attitudes were measured using mothers’ reports and school adjustment was measured via reports of each child’s school teachers. Correlation and hierarchial regression analyses were conducted based on the reports by the parents and teachers, The findings showed that in terms of academic performance adjustment specifically, there was an interaction effect between the children’s negative temperament characteristics and positive parenting attitudes. On the other hand, there were no indications of interaction effects within the domains of school life adjustment, peer adjustment, and teacher adjustment. Additionally, girls displayed a higher level of school adjustment and its four subcategories compared to boys. Also, the mothers‘ positive parenting attitude significantly predicted school life adjustment, academic performance adjustment, peer adjustment, and teacher adjustment. The results from the current study demonstrated that mothers’ positive parenting attitudes positively affected children’s overall school adjustment and that girls appeared to be better adjusted in the first and second grades of elementary school than boys. Most importantly, children with high negative reactivity are able to perform better academically than the children with low negativity reactivity when they receive positive parenting from their mothers.
김송자(2005). 초등학생의 자아존중감과 사회성 및 학교적응과의 관계. 계명대학교 교육대학원 석사학위논문
김승봉 (2005). 초등학생이 지각한 부모의 양육태도와 학교생활적응과의 관계. 동신대학교 교육대학원 석사학위논문.
김희수 (2002). 부모의 맞벌이여부가 초등학생 자녀의 자아개념과 학교적응에 미치는 영향. 서울교육대학교 교육대학원 석사학위논문.
이수경 (2004). 학교스트레스와 사회적지지가 학교적응에 미치는 영향. 숙명여자대학교 교육대학원 석사학위논문.
이옥희(2010). 초등학생의 공감능력과 사회적 능력이 학교생활적응 및 학업성취도에 미치는 영향. 건국대학교 교육대학원 석사학위논문.
지성애, 정대현 (2006). 초등 일학년용 학교적응 척도 타당화 연구. 아동학회지, 27(1), 1-15.
Abramovitch, R., Corter, C., Pepler, D., J., & Stanhope, L. (1986). Sibling and peer interaction: A Final follow up and a comparison. Child Development, 57, 217-229.
Barber, B. K. (Ed.). (2001). Intrusive parenting: How psychological control affects children and adolescents. Washington, DC: American Psychological Association.
Barth, J. M., & Parke, R. D. (1993). Parent-child relationship influences on children’s transition to school. Merrill-Palmer Quarterly, 39, 173-195.
Bates, J. E., & McFadyen-Ketchum, S. (2000). Temperament and parent-child relations as interacting factors in children’s behavioral adjustment. In V.Molfese & D.Molfese(Eds.), Temperament and personality development across the lifespan (pp. 141-176). Mahwah, NJ: Erlbaum.
Belsky, J. (1997). Variation in susceptibility to environmental influence: An evoltionary argument. Psychological Inquiry, 8, 230-235.
Belsky, J. (2005). Differential susceptibility to rearing influence: An Evolutionary hypothesis and some evidence. In B. J. Ellis & D. F. Bjorklund (Eds.), Origins of the social mind: Evolutionary psychology and child development (pp.139-163). New York: Guilford Press.
Belsky, J., Hsieh, K.-H., & Crnic, K. (1998). Mothering, fathering, and infant negativity as antecedents of boys’ externalizing problems and inhibition at age 3 years: Differential susceptibility to rearing experience? Development and Psychopathology, 10, 301-319.
Brody, G., H., Stoneman, Q., & Mackinnon, C. E. (1982). Role asymmetries in interactions among school-aged children, their younger siblings, and their friends. Child Development, 2, 21-75.
Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models human development (5th ed., pp.993-1028). New YorkL Wiley.
Colder, C. R., Lochman, J. E., & Wells, K. C. (1997). The moderating effects of children’s fear and activity level on relations between parenting practices and childhood symptomatology. Journal of Abnormal Child Psychology, 25, 251-263.
Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55, 218-232.
Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141-162.
Gallagher, K. C. (2002). Does child temperament moderate the influence of parenting on adjustment? Developmental Review, 22, 623-643.
Grolnick, W. S., & Gurland, S. T. (2002). Mothering: Retrospect and prospect. In J. P. McHale & W. S. Crolnick (Eds.), Retrospect and prospect in the psychological study of families (pp. 5-33). Mahwah, NJ: Erlbaum.
Grolnick, W. S., & Ryan, R. M. (1989). Parental styles associated with children’s self regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
Kim, I. J., Ge, X., Brody, G. H., Conger, R. D., Gibbons, F. X., & Simons, R. L. (2003). Parenting behaviors and the occurrence and co-occurrence of depressive symptoms and conduct problems among African American children. Journal of Family Psychology, 17, 571-583.
Kochanska, G. (1995). Children’s temperament, mothers’ discipline, and security of attachment: Multiple pathways to emerging internalization. Child Development, 66, 597-615.
Kochanska, G. (1997). Multiple pathways to conscience for children of different temperaments: From toddlerhood to age 5. Developmental Psychology, 33, 228-240.
Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children’s psychological adjustment problems. Child Development, 74(5), 1344-1367.
Lengua, L. J., Wolchik, S. A., Sandler, I. N., West S. G. (2000). The additive and interactive effects of parenting and temperament in predicting adjustment problems of children of divorce. Journal of Clinical Child Psychology, 29, 232-244.
Miller, N., & Maruyama, G. (1976). Ordinary position and peer popularity. Journal of Personality and Social Psychology, 33, 123-131.
Morris, A. S., Silk, J. S., Steinberg , L., Sessa, F. M., Avenevoli, S., & Essex, M. (2002). Temperamental vulnerability and negative parenting as interacting predictors of child adjustment. Journal of Marriage and Family, 64, 461-471.
Parke, R. D., & Ladd, G. W. (1992). Family-peer relationships: Modes of linkage. Hillsdale, NJ: Erlbaum.
Pianta, R. C., & Harbers, K, L. (1996). Observing mother and child behavior in a problem-solving situation at school entry: Relations with academic achievement. Journal of school Psychology, 34, 307-322.
Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
Pianta, R. C., Smith, N., & Reeve, R. E. (1991). Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment. School Psychology, Quarterly, 6, 1-15.
Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Shot Forms of the Children’s Behavior Questionnaire. Journal of Personality Assessment, 87(1), 103-113
Rohner, R. P. (2005). Parental Acceptance-Rejection Questionnaire (PARQ): Test manual. In R. P. Rohner & A. Khaleque (Eds.), Handbook for the study of parental acceptance and rejection (4th ed., pp. 43-106). Storrs, CT: Rohner Research Publications.
Rowe, D. (1994). The limits of family influence: Genes, experience, and behavior. New York: Guilford.
Rubin, K. H., Hastings, P., Chen, X., Stewart, S., & McNichol, K. (1998). Intrapersonal and maternal correlates o aggression, conflict, and externalizing problems in toddlers. Child Development, 69, 1614-1629.
Ryan, B. A., & Adams, G. R. (1995). The family-school relationship model. In B. A. Ryan, G. A. (Eds.), The family-school connection: Theory, research, and practice (pp. 3-28). Thousand Oaks, CA: Sage.
Shaw., D. S., Owens, E. B., Giovannelli, J., & Winlsow, E. B., (2001). Infant and toddler pathways leading to early externalizing behaviors. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 36-43.
Stoolmiller, M. (2001). Synergistic interaction of child manageability problems and parentdiscipline tactics in predicting future growth in externalizing behavior for boys. Developmental Psychology, 37, 814-825.
Stright, A. D., Gallagher, C. G., & Kelley, K. (2008). Infant Temperament Moderates Relations Between Maternal Parenting in Early Childhood and Children’s Adjustment in First Grade. Child Development, 79(1), 186-200.
Stright,. A. D., & Neitzel., C. (2003). Beyond parenting: Coparenting and children’s classroom adjustment. International Journal of Behavioral Development, 27, 31-40.
Vandell, D. L. (2000). Parents, peer groups, and other socializing influences. Developmental Psychology, 36, 699-710.
Xu, Y., Farver, J. A. M., & Zhang, Z. (2009). Temperament, Harsh and Indulgenting Parenting, and Chinese Children’s Proactive and reactive Aggression. Child Development, 80(1), 244-258.