The purpose of this study was to examine the change processes of problem behaviors in early school aged children. A total of 481 first grade children(234 boys and 247 girls), their mothers and teachers participated in a two-wave longitudinal study. The instruments employed for the Study wert Maternal Behavior Research Instrument, Student-Teacher Relationship Scale, Positive-Negative Nomination, Perceived Competence Scale for Children, and Korean-Child Behavior Checklist. For data analysis structural equation modeling was performed to examine the change procCS5CS of problem behaviors. Results of this study were as follows, the change processes of problem behaviors in early school aged children had two paths composed of direct and indirect impacts of maternal parenting attitude, classroom peer relationship, student-teacher relationship, and perceived competence. Classroom peer relationship and children's perceived competence were found to be significant mediators between maternal parenting attitude and problem behaviors in early school aged children. These results suggest that all of maternal parenting attitude, classroom peer relationship, student-teacher relationship, and perceived competence should be considered In designing prevention and intervention programs for problem behaviors in early school aged children.
The main purpose of this study was to examine the level of psychological adaptation of Chinese student studying in Korea according to their acculturation strategy. To this aim, 116 Chinese student who come to Korea in last 1 month completed scales related with acculturation strategy(acculturation, assimilation, isolation, marginalization), depression, anxiety, loneliness, and happiness. The results were as follows. Assimilation type showed low loneliness, anxiety, and high happiness. However, marginalization type showed most maladaptive aspect. It suggests that assimilation strategy is most useful to foreign student's adaptation in early stage. The implications and limitations of the present study were discussed along with suggestions for future research.
This study, undertaken with a 242 2nd-grade high school students(123 men and 119 women), examined the effect of optimism levels(high vs. low) and controllability of the situation on their perceived control and three types of coping strategies(problem approach coping, avoidance coping, and positive reframing). A 2x2 MANOVA results revealed two significant main effects for optimism and controllability but their interaction effect was not significant. More specifically, students in the high optimism group, compared to the low optimism group, showed a significantly high score on perceived control, problem approach coping and positive reframing, but not on avoidance coping. In addition, students in the controllable situation, compared to the uncontrollable situation, revealed a significantly high score on perceived control, problem approach coping, and positive reframing, and a significantly low score on avoidance coping. Study implications, limitations, and suggestions for future research were provided.