Nana Shin

The Effects of Mothers` Depression and Parenting Behavior on Preschoolers` Externalizing Problem Behaviors

The main purpose of this study was to examine direct and indirect effects of mothers’ depression on preschoolers’ externalizing problem behaviors. A total of 155 mothers with preschoolers aged 3 and 4 years (83 boys and 72 girls) living in Seoul participated in this study. Mothers completed questionnaires on mothers’ depression, parenting behavior, and preschoolers’ externalizing problem behaviors. Direct and indirect pathways from mothers’ depression to preschoolers’ externalizing problem behaviors were analyzed using Structural Equation Model ing (SEM). First, it was revealed that mothers’ depression did not directly affect preschoolers’ externalizing problem behaviors. Second,

The Effectiveness of a Parent Education Program for Preventing Children`s Problem Behaviors : Based on Respected Parents & Respected Children

The present study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of a 16-week parent education program based on Respected Parents & Respected Children(RPRC). 124 mothers were assigned to two groups, an intervention (n

A Qualitative Study to the Mother’s Role Experiences during Their Child’s Transition from Early Childhood to Middle Childhood

The purpose of this study was to conduct a qualitative analysis of mothers` role experiences during their children`s transition from early childhood to middle childhood. Eleven mothers of first-grade elementary school students participated in a group meeting, group interviews and journal writing. The results indicated that mothers described their experiences as a critical first step outwards on the journey to independence. The role experiences of the mothers who participated in this study can be seen from three perspectives: Firstly, as mothers as individuals projecting a mother`s worries onto their child and becoming a capable person to help their children adjust to a new school environment, secondly, as mothers as family members experiencing a more authoritarian parenting style and difficulties of co-parenting with their husbands and parents-in-law, and lastly, as mothers as members of the extended family systems experiencing communication difficulties regarding the public education system and feeling uncomfortable with other parents. The findings may be used to develop support programs as well as a channel for interacting with public education bodies and community agencies.

The Mediating Effect of Maternal Abuse and Neglect on the Relationship between Socioeconomic Status and Preschoolers' Social Behavior

This study examined the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschoolers` social behavior. A total of 702 mothers with 3-year-olds(353 boys and 349 girls) and the children`s teachers, all of whom reside in Seoul, participated in the study. Socioeconomic status was measured by maternal educational level and monthly household income. Maternal abuse and neglect were assessed by asking mothers to complete the Parent-to-Child Version of the Conflict Tactics Scales. Both mothers and teachers completed the Preschool Social Behavior Scale in order to evaluate prosocial behavior and aggression. The results indicated that both socioeconomic status and maternal abuse and neglect were significantly associated with preschool children`s prosocial behavior, and socioeconomic status was significantly and negatively related to aggression. Furthermore, a structural equation model confirmed the mediating effect of maternal abuse and neglect on the relationship between socioeconomic status and preschool children`s prosocial behavior, suggesting the need for interventions focusing on improving positive parenting and decreasing negative parenting to promote prosocial behavior.

The Effectiveness of the Respected Parents & Respected Children Parent Education Program for Mothers of Early School-age Children

The present study employed a pretest-posttest quasi-experimental design model in order to evaluate the effectiveness of the Respected Parents & Respected Children (RPRC) parent education program for mothers of early school-age children. Ninety mothers were randomly assigned to an intervention (n =45) group or a control group (n = 45). Mothers in the intervention group participated in 8 weekly sessions of the parent education program. After the termination of the program, the differences between pretest and posttest were analyzed in terms of both maternal parenting characteristics (i.e., parenting behavior, parenting efficacy, parenting stress, and co-parenting) and childrens social competence. The results indicated that only in the intervention group, self-reported positive parenting characteristics were significantly improved and negative parenting characteristics were significantly decreased. There were no significant effects of the program on children’s social competence as rated by the mothers. These findings suggest that the RPRC parent education program is effective in changing parenting characteristics known as crucial predictors of child outcomes. Korean J. of Child Studies Vol. 36, No. 3, 35-57, June 2015 DOI:dx.doi.org/10.5723/KJCS.2015.36.3.35 www.childkorea.or.kr pISSN1226-1688 eISSN2234-408X 2 Korean J. of Child Studies Vol. 36, No. 3, 2015 36

Investigating the Relationship among Co-Parenting, Maternal Parenting Stress, and Preschoolers` Anxiety and Hyperactivity

The main purpose of this study was to examine the relationship among co-parenting, maternal parenting stress, and preschoolers` anxiety and hyperactivity with a sample of 155 mothers with 3 to 4 year old children (83 boys and 72 girls) living in Seoul. They completed a questionnaire on co-parenting, maternal parenting stress, and preschoolers` anxiety and hyperactivity. The results were analyzed by means of correlations and regressions. Co-parenting was positively correlated with preschoolers` anxiety and hyperactivity but affectionate, integrated co-parenting was negatively correlated with preschoolers` anxiety and hyperactivity. Maternal stress of parental suffering, dysfunctional interaction, and difficult temperament were positively related to preschoolers` anxiety and hyperactivity. Conflicting co-parenting was positively correlated with maternal stress of parental suffering, but affectionate and integrated co-parenting was negatively correlated with maternal stress of parental suffering and difficult temperament. Furthermore, maternal parenting stress mediated the relationship between co-parenting and preschoolers` anxiety and hyperactivity. Especially, maternal stress of parental suffering tended to play a perfectly mediating role between conflicting and integrated co-parenting and preschoolers` anxiety, between conflicting co-parenting and preschoolers` hyperactivity. Maternal stress of difficult temperament tended to play a perfectly mediating role between integrated co-parenting and preschoolers` anxiety and between conflicting co-parenting and preschoolers` hyperactivity. These results clearly indicate that maternal parenting stress plays a crucial role in the levels of preschoolers` anxiety and hyperactivity.

The Mediating Effects of Maternal Control Strategies on the Relationship between Preschoolers` Temperament and Compliance/Noncompliance

The main purpose of this study was to examine the mediating effects of maternal control strategies on the relationship between preschoolers` temperament and compliance/noncompliance. A total of 125 mothers with preschoolers aged 3 and 4 years participated in this study. Preschoolers` temperament was reported by mothers. Maternal control strategies and preschoolers` compliance/noncompliance were observed in the laboratory using a clean-up task. There were four major findings. First, preschoolers with higher levels of activity exhibited less compliance, and preschoolers with higher levels of adaptability and activity displayed more noncompliance. Second, preschoolers whose mothers used fewer commands and more compliments displayed more compliance and less noncompliance. Third, mothers who rated their children higher in activity level used more commands with their children. Finally, the use of maternal commands mediated the association between preschoolers` activity level and compliance/noncompliance. When preschoolers` activity level and maternal control strategies were considered together to predict preschoolers` compliance/noncompliance, the relationship between activity level and compliance/noncompliance became nonsignificant. These findings suggest that the effects of temperament on compliance/noncompliance are indirect through maternal control strategies.

The Effects of Preschoolers` Temperament and Parenting Sense of Competence on Mothers` Parenting Behavior

This study examined the relationship among preschoolers` temperament, parenting sense of competence, and mothers` parenting behavior. It also examined the mediating effects of parenting sense of competence on the relationship between preschoolers` temperament and mothers` parenting behavior. A total of 155 mothers with preschoolers aged 3 to 4(83 boys and 72 girls), living in Seoul, participated in this study. The mothers completed questionnaires designed to measure preschoolers` temperament, parenting sense of competence, and mothers` parenting behavior. The results indicated that preschoolers` temperament and mothers` parenting sense of competence were significantly related to warmth/acceptance and rejection/restriction. Additionally, preschoolers` temperament was significantly related to parental efficacy and dissatisfaction. Furthermore, parenting sense of competence mediated the relationship between preschoolers` temperament and mothers` parenting behavior. In particular, it was found that parental efficacy fully mediated the relationship between preschoolers` activity level and mothers` rejection/restriction. These findings imply that improving mothers` parenting sense of competence needs to be emphasized in designing prevention and intervention programs aimed at enhancing mothers` positive parenting behavior.

Linking Parenting to Loneliness in Adolescents : The Mediating Effects of the Quality of Peer Relationships

This study examined the relationship between parenting, the quality of peer relationships, and loneliness in adolescents. This study also examined the mediating effects of the quality of peer relationships on the relationship between parenting and adolescents` loneliness. A total of 506 1st and 2nd grade middle school students (261 boys and 245 girls) from the Seoul Metropolitan area completed measures of parenting, the quality of their peer relationships, and loneliness. The results indicated that adolescents` perceptions of parenting and the quality of their peer relationships were significantly related to their feelings of loneliness. Specifically, adolescents` perceptions of low levels of parental monitoring and high levels of abusive and neglectful parenting were associated with high levels of loneliness. Adolescents who perceived the quality of their peer relationships to be low reported high levels of loneliness. Further, the quality of peer relationships mediated the relationship between parenting and adolescents` loneliness; however, the pattern of associations differed for boys and girls. These findings suggest that both parent and peer relationship factors should be considered in combination in order to better explain loneliness in adolescents.