Abstract

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.