ISSN : 1229-0718
The present study identified the personal and familial variables related to relational victimization of girls and functioning mechanisms of these variables. For this, maternal rejective parenting was set as a familial variable, and trait anger and gender role traits were set as personal variables. Moreover, the mediating roles of trait anger, agency, unmitigated agency, communion, and unmitigated communion in the relationship between maternal rejective parenting and girls’ relational victimization were examined through structural equation modeling. A total of 815 elementary school girls in 5th and 6th grades sampled from fourteen elementary schools participated in this study. The results indicated that although maternal rejective parenting had significant direct effects on all the mediating variables included in the model, unmitigated communion was the only mediator showing a significant mediating effect. That is, maternal rejective parenting made girls vulnerable to relational victimization by developing unmitigated communion. Based on these findings, effective prevention/intervention strategies for reducing girls’ victimization of relational aggression were discussed.
The purpose of this study was to investigate the mediating effect of anti-bullying attitudes in the relationships between perceived parental attitudes toward fighting and non-fighting, and bullying behaviors. For this research, the self-report data of 417 Korean children in 5th and 6th grade in elementary school was analyzed. The results of structural equation modeling indicated that parental support for fighting directly predicted anti-bullying attitudes and bullying behaviors. Although parental support for non-fighting predicted anti-bullying attitudes, it did not directly predict bullying behaviors. Anti-bullying attitudes partially mediated the relationship between parental attitudes toward fighting and bullying behaviors. Meanwhile, these attitudes fully mediated the relationship between parental attitudes toward non-fighting and bullying behaviors. The implications of these findings are discussed along with the suggestions for bullying prevention/intervention strategies in elementary school.
Prior research on the relationship between parent involvement in schools and children's academic achievement has been inconclusive, finding some positive effects and some negative effects of parent involvement. This study investigated the effects of parent involvement on kindergarten children's reading achievement. Working from a conceptual basis in Bronfenbrenner's Ecological System Theory (1998), the present study distinguishes between the effect of an individual child's parent involvement at home and at school and the collective effect of a school atmosphere in which parents are actively involved in kindergarten students and their parents. The study data (N=3,142) were drawn from Early Childhood Longitudinal Study Kindergarten Class-Kindergarten version. A Hierarchical Linear Modeling (HLM) technique was used to uncover both the effects of individual parent activities and collective parent activities. The major finding resulted from HLM analyses was that while there is no significant effect of an individual child's parent involvement at school, a school atmosphere in which parents are actively and collectively involved mitigates the effect of children's prior achievement on their reading achievement at the end of kindergarten year. That is, in educational environments characterized by high collective parent involvement, kindergarten children are more likely to end their school year with higher reading achievement compared to the start of the year.
Prior research on the relationship between parental involvement in schools and children's academic achievement has been inconclusive, finding some positive effects and some negative effects of parent involvement. This study investigated the effects of parental involvement on kindergarten children's reading achievement. Working from a conceptual basis in Bronfenbrenner's Ecological System Theory (1998), the present study distinguished between the effects of an individual child's parental involvement at home and at school and the collective effect of a school atmosphere in which parents are actively involved on kindergarten students and their parents. The study data (N=3,142) were drawn from the Early Childhood Longitudinal Study's Kindergarten Class-Kindergarten version. A Hierarchical Linear Modeling (HLM) technique was used to uncover both the effects of individual parent activities and collective parent activities. The major finding resulting from the HLM analyses was that while there is no significant effect of an individual child's parental involvement at school, a school atmosphere in which parents are actively and collectively involved mitigates the effect of children's prior achievement on their reading achievement at the end of the kindergarten year. That is, in educational environments characterized by high collective parent involvement, kindergarten children are more likely to end their school year with higher reading achievement compared to the start of the year.
This study examined the effect of adult attachment on interpersonal problems with internalized shame and ambivalence over emotional expressiveness as mediating variables. For this purpose, a sample of 441 adults aged between 20 and 50 years(218 men and 223 women) were asked to complete the Multi-item Measure of Adult Romantic Attachment Experiences in Close Relationships-Revised(ECR-R), Internalized Shame scale(ISS), Ambivalence over Emotional Expressiveness questionnaire(AEQ), short form of the Korea inventory of Interpersonal Problems Circumplex scales(KIIP-SC) online. First, internalized shame and ambivalence over emotional expressiveness partially mediated the association between anxiety attachment and moving toward people(dependent interpersonal problems). Second, the results of the association between avoidance attachment and moving away from people(independent interpersonal problems), the partial mediating effect of internalized shame and ambivalence over emotional expressiveness, as well as the sequential mediating effect of internalized shame and ambivalence over emotional expressiveness were significant.
Currently, young adults in their twenties in Korea are experiencing the highest ever unemployment rate. This makes it hard for them to maintain social relationships, leading to lower life satisfaction. The current investigation explored the mediating effects of grit and prosocial behavior on the relationship between two types of motivation(intrinsic and prosocial motivation) and life satisfaction. A total of 356 adults in age range of 20-29 years participated in this study. While grit was a significant mediator regardless of motivation types, prosocial behavior was significant only for the relationship between prosocial motivation and life satisfaction. In the analyses of serial multiple mediation of grit and prosocial behavior, an indirect effect was observed. Grit underpinned the connection between motivation and behavior, which led to satisfaction. Across different developmental stages, intrinsic, prosocial motivation and prosocial behavior were suggested as unique variables that should be considered in improving young adults’ life satisfaction. Moreover, grit enhances life satisfaction by increasing prosocial behavior among people in their twenties, regardless of motivation type.
Currently, young adults in their twenties in Korea are experiencing the highest ever unemployment rate. This makes it hard for them to maintain social relationships, leading to lower life satisfaction. The current investigation explored the mediating effects of grit and prosocial behavior on the relationship between two types of motivation(intrinsic and prosocial motivation) and life satisfaction. A total of 356 adults in age range of 20-29 years participated in this study. While grit was a significant mediator regardless of motivation types, prosocial behavior was significant only for the relationship between prosocial motivation and life satisfaction. In the analyses of serial multiple mediation of grit and prosocial behavior, an indirect effect was observed. Grit underpinned the connection between motivation and behavior, which led to satisfaction. Across different developmental stages, intrinsic, prosocial motivation and prosocial behavior were suggested as unique variables that should be considered in improving young adults' life satisfaction. Moreover, grit enhances life satisfaction by increasing prosocial behavior among people in their twenties, regardless of motivation type.
The purpose of this study was to investigate the effects of novelty- seeking on school-aged children's decisions about safety. This study specifically investigated the moderating effects of executive functions on the relationship between novelty- seeking temperament and decision making associated with accident injury. Our sample included 175 children in 4th and 6th grades in Seoul and Gyeongi-do, South Korea. We administered the Junior Temperament and Personality Inventory(JTCI 7-11) to their mothers children's to measure the children's novelty- seeking. We conducted the Flanker task to measure the executive functioning and risk scenarios to assess their decision-making. The results of our study were as follows: children's novelty- seeking and executive function had a significant effect on safety decision-making. The moderating effect of executive function was significant for the relationship between novelty- seeking and safety decision-making. Our findings support the idea that executive function moderates the effects of children's novelty- seeking on their safety decision-making.
Developmental trajectories of health risking behaviors (HRBs) in Korean youth (aged 17–20 years) were examined using multi-group latent growth modeling focusing on alcohol use, smoking, and sexual behaviors. Gender differences and effects of early risk factors were also investigated. The Korean Children and Youth Panel Survey (KCYPS) data on 2,351 youth (women: n = 1,175) were analyzed. The findings indicated significant individual variability in the initial and growth rates in all three HRBs, except for female youth’s initial level of sexual behavior; Male youth showed higher initial levels and greater increases than female youth. Poor emotional adjustment, poor school adjustment, delinquent behavior, and deviant peer association during early adolescence were positively related to the HRBs trajectories. Moreover, negative parenting behaviors directly and indirectly influenced the trajectories. Some of these risk factors were gender-specific and varied across the three HRBs. These findings will inform prevention and intervention efforts to reduce HRBs among Korean youth.
We studied the effects of reputation and age on the cooperative behaviors of school-age children in social dilemma situations. We conducted social dilemma game for classmates among 2nd and 5th grade children. For each grade, each class was randomly assigned to one of three reputation condition(random/anonymous, random/knowledge, partner choice/knowledge condition). Based on previous findings on the declining tendency of cooperative behaviors in repeated social dilemma situations, we repeated the dilemma situation six times and compared the changes in frequency of cooperative behaviors in each reputation condition. The results showed significant effects of reputation on maintaining cooperative behaviors in the repeated social dilemma situation. Interestingly, such significant effects of reputation were found only among 5th grade children. Specifically, in the 5th grade, cooperative behaviors were not significantly decreased in the partner choice/knowledge condition where there were possible interaction and reciprocity effects among the children. Overall, our findings suggest that the ability to understand and manage reputation develops from middle childhood (i.e., the higher grade in elementary school) and may influence the frequency of cooperative behaviors.