부모의 긍,부정 양육태도와 자녀의 행복감의 관계에서 부모와의 대화시간의 매개효과 : 초등학생, 중학생 집단에 따른 다집단 분석

This study was conducted to investigate the effects of parenting attitudes on peer relationship quality of elementary and middle school students through the mediation of social mindset and social achievement goals. This study utilized questionnaire data from 1,010 students from the 5th grade of elementary school to the 3rd grade of middle school at 2 elementary schools and 2 middle schools in D City. SPSS 23.0 was used to conduct preliminary analysis, and Amos 21.0 was used to conduct two-stage structural equation model analysis to test the hypothesized model. As a result of the study, first, the positive parenting attitudes positively predicted elementary and middle school children's social growth mindset, social achievement goals, and peer relationship quality. Second, elementary and middle school children's social growth mindset and social achievement goals significantly predicted their peer relationship quality, and social growth mindset also had a positive effect on social achievement goals. Third, social growth mindset and social achievement goals each mediated the relationship between elementary and middle school students' perceived parenting style and peer relationship quality, and also had a sequential dual mediation effect. By confirming that positive parenting attitudes directly influence children's social beliefs, motivation, and peer relationship quality this study provides an opportunity to inform parents about the need to foster positive parenting attitudes. In addition, the identification of psychosocial variables (social mindset, social achievement goals) that predict children's social relationships and their causal relationships with parenting attitudes may expand parents' understanding of children's psychology and provide a theoretical basis for program interventions to help elementary and middle school students.

This study aims to apply a meta-structural equation modeling to analyze the relationship between parents’ parenting attitudes and young children’s problem behavior and what kind of causal relationship exists between parents’ parenting attitudes and young children’s problem behavior. To achieve research questions, the researchers searched for various databases and analyzed 42 theses and 33 journals from 2000 to June 2023. When examining the intercorrelations between variables, positive parenting attitude and intrinsic problem behavior, positive parenting attitude and external problem behavior showed medium levels of negative effect sizes, negative parenting attitude and intrinsic problem behavior, and negative parenting attitude and external problem behavior showed medium levels of positive effect sizes. Positive and negative parenting attitudes showed large negative effect sizes, and intrinsic and external problem behaviors showed large positive effect sizes. When examining the meta-structural relationship, parents’ positive parenting attitudes showed small negative effect sizes on young children’s intrinsic and external problem behaviors, and parents’ negative parenting attitudes showed medium levels of positive effect sizes on young children’s intrinsic and external problem behaviors. This study is meaningful in that it sought ways to lower the problem behavior of young children by examining the relationship between parents’ parenting attitudes and young children’s problem behavior.

Objectives This study aimed to explore the relationship between parenting attitudes and aggression in children and adolescents using a meta-analysis. To this end, parenting attitudes were classified into positive and negative groups, and their effect sizes were compared. In addition, differences in the relationship between parenting attitudes and aggression in children and adolescents according to subtype of aggression and age were verified.
 Methods Effect sizes of 106 were calculated from 43 studies conducted from 2000 to 2022. There are 6 categories of positive parenting attitudes,11 categories of negative parenting attitudes, 6 categories of aggression, and 3 categories of age. To calculate the effect size, the correlation coefficient r was converted to Fisher's Z. Using R, average effect size, heterogeneity and moderating effect verification, and publication bias were calculated.
 Results First, the effect size of the positive parenting attitude had a negative (-) value, and the effect size of the negative parenting attitude had a positive (+) value. Overall, sub-factors of negative parenting attitudes were more strongly related to aggression than those of positive parenting attitudes. Second, among parenting attitudes, affection (-) and responsiveness (-) had strong negative correlations with aggression, and psychological control (+) and coercion (+) had strong positive correlations. Third, among the types of aggression, overt aggression showed a strong correlation with both positive and negative parenting attitudes. Fourth, as for age, positive parenting attitudes showed strong effect sizes in elementary lower graders (-), while negative parenting attitudes showed strong effect sizes in elementary higher grades (+).
 Conclusions Based on the aforementioned findings, the relationship between the parenting attitude and aggression was specifically confirmed, and the moderating effect of age could be verified. These findings are anticipated to be helpful information for parents considering strategies to prevent or lessen aggression in their children.

This study was conducted for the purpose of providing basic data for understanding emotional changes according to the development process of middle school students in counseling and education fields by verifying the mediating effect of self-esteem in the relationship between parenting attitudes and school life adjustment, focusing on middle school students. It has been done. For this purpose, a survey was conducted on 389 middle school students located in N City, and descriptive statistics, correlations, and mediation effects were analyzed using SPSS 23.0 and Model 4 of PRECESS Macro. The research results First, positive parenting attitude and school life adjustment showed a significant positive correlation, and negative parenting attitude and school life adjustment showed a significant negative correlation. Second, self-esteem showed a partial mediating effect in the effect of positive parenting attitude on school life adjustment. Third, self-esteem showed a partial mediating effect in the impact of negative parenting attitudes on school life adjustment, but caution is needed in interpretation due to low explanatory power, so groups according to self-esteem level (top 25%, middle 50%, bottom 25%), and as a result of additional analysis, it was confirmed that each group's negative parenting attitude may have different effects on school life adaptation depending on the individual's level of self-esteem. Based on the research results, limitations and suggestions for follow-up research were discussed.

Background: Parents' parenting attitudes according to family structural changes affect adolescents' academic achievement, which is predicted to be important mediating factors such as depression and self-esteem. Purpose: The purpose of this study is to verify the relationship between depression and self-esteem between parents' parenting attitudes and adolescents' academic work skills. Methodology/Approach: In this study, the SPSS 23.0 program and the Amos 23.0 program were used to verify the suitability of the research model, and the suitability indices of the X2, GFI, AGFI, NFI, CFI, TLI, RMSEA, and RMR values were used to verify the suitability of the model. In addition, significance was verified through the Bootstrapping procedure to verify the mediating effect. Findings/Conclusions: As a result of the research model, first, as a result of path analysis, it was found that positive parenting had a negative (-) effect on academic work skills and depression and a positive (+) effect on self-esteem. Parents' negative parenting attitudes had a positive (+) effect on academic work skills, depression, and self-esteem, and self-esteem had a positive (+) effect on depression, but self-esteem did not affect academic work skills. Second, in the mediating effect verification, the positive parenting attitude of parents partially mediated the academic work ability, and self-esteem and depression were found to be double mediated. Third, in the comparison of indirect effects, the indirect effect was found to be significant for the partial mediating effect of depression between academic work skills in the positive and negative parenting attitude of parents, and the indirect effect was also significant in the double mediating effect of self-esteem and depression. Implications: In order not to give adolescents a school work experience, they set new goals with their parents, who are the main caregivers, and suggested ways to achieve a smooth life by improving their learning motivation.

Objectives Our objectives were to assess the effects of mothers’ parenting attitudes and parenting efficacies on children’s social competence by the level of their attitude toward children’s emotional expression, and find a way to enhance social competence. Methods Our research targeted 270 mothers of kindergarteners in D city and K province, and the collected data were analyzed using SPSS 27.0 to examine the correlation among each variable. Also, one-way ANOVA was used to identify the difference among the variables, and multiple regression analysis was used to examine variables’ interrelations. Results First, the mothers’ parenting attitude, parenting efficacy, and the children’s social competence had an average score of 3 or higher on a 5-point Likert scale. It was found that parenting efficacy showed a significant difference: parenting efficacy was higher when the attitude toward emotional expression was ‘high, medium’ than in the case of ‘low’. As a result of correlation analysis, mothers’ rejection as a parenting attitude showed a negative correlation with attitude toward emotional expressions and parenting efficacy at every level. Third, with the length of the marriage, which showed the most significant difference as a result of examining the effect of sociodemographic characteristics on children’s social competence, used as a control variable, we analyzed three levels of the effect of the mothers’ attitude toward emotional expressions-high, medium, low-on their parenting attitude and parenting efficacy. The result was that the length of marriage and parenting efficacy in the high group, the length of the marriage, parenting attitude, and parenting efficacy in the medium group showed significant influence on children’s social competence. The low group was not statistically significant with every variable, and the explanation power for each of the levels was 35%, 32%, and 11%. Therefore, it can be seen that the higher the mothers’ attitude toward children’s emotional expression, the greater the effect of their parenting efficacy on the children’s social competence. Conclusions The mothers’ attitude toward children’s emotional expressions is a factor that influences the mothers’ positive parenting attitude and parenting efficacy, and affects the children’s social competence along with the two factors. In conclusion, to enhance children’s social competence, it is required to improve mothers’ attitudes toward children’s emotional expressions, and the necessity of developing educations and therapy programs that foster mothers’ positive parenting attitudes and parenting efficacy is suggested.

The purpose of the researcher was to investigate high school students' attitude toward and use of alcohol. The following independent variables were investigated: gender, grade level, peer attitude, parental attitude, and knowledge of alcohol. Alcohol questionnaire scores for Use of Alcohol and Attitude Toward Drinking were employed as dependent variables. The sample consisted of 191 students. Five composite null hypotheses and one null hypothesis were tested at the .05 level. A status survey factorial design was employed using a three-way analysis of variance (general linear model) for the composite null hypotheses and one null hypothesis was tested employing a t-test for correlation coefficient. Of the 36 comparisons, 11 were main effects and 26 were interactions. Of the 11 main effects, 8 were statistically significant at the .05 level. None of the 26 interactions were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations: 1. a more positive peer attitude toward alcohol is associated with a more positive attitude toward drinking; 2. a more positive peer attitude toward alcohol is associated with higher use of alcohol; 3. a more positive parental attitude toward alcohol is associated with a more positive attitude toward drinking; 4. a more positive parental attitude toward alcohol is associated with higher use of alcohol; 5. males have more positive attitude toward drinking than females; 6. males have higher use of alcohol than females; 7. an increase in grade level is associated with a more positive attitude toward drinking; 8. there is no association between grade level and use of alcohol; 9. knowledge of alcohol is not associated with attitude toward drinking; 10. knowledge of alcohol is not associated with use of alcohol ; and 11. there is a positive association between attitude toward drinking and use of alcohol.

This study aimed to identify parental factors associated with smartphone overuse in preschoolers. A systematic review was conducted according to PRISMA guidelines. Relevant studies published in peer-reviewed journals from 2009 to June 2019 were identified through systematic search in 10 electronic databases (PubMed, CINAHL, Cochrane Central, EMBASE, Web of Science, NDSL, KISS, KMbase, KoreaMed, and RISS). Standardized effect sizes were calculated to quantify the associations of parental factors with smartphone overuse in preschoolers using meta-analysis. A total of 30 cross-sectional studies involving 7,943 participants met the inclusion criteria. The following were negatively correlated with smartphone overuse in preschoolers: mother's parenting self-efficacy (r=-.35), mother-child attachment (r=-.28), mother's positive parenting behavior (r=-.28), mother's positive parenting attitude (r=-.25), and father's parenting involvement (r=-.15). Further, maternal factors such as smartphone addiction tendency (r=.41), parenting stress (r=.40), negative parenting behavior (r=.35), negative parenting attitude (r=.14), smartphone usage time (r=.26), employment status (r=.18), and age (r=.12) were positively correlated with smartphone overuse in preschoolers. Several parental factors influence smartphone overuse in preschoolers. These findings emphasize the need to assess and enhance the parental factors identified in this study to prevent smartphone overuse in preschoolers. Accordingly, we recommend the development of preventive interventions to strengthen parent-related protective factors and mitigate risk factors.

Objectives This study was conducted to investigate the mediating effect of grit and self-efficacy in the relationship between parents’ positive parenting attitudes and adolescent’ happiness as perceived by high school students. Methods This study surveyed 360 high school students located in Gwangju and Jeollanam-do, and analyzed a total of 356 data, excluding 4 who had unfaithful responses. The collected data were analyzed using SPSS 23.0 and Macro 3.3, using descriptive statistics and correlation analysis of major variables, and verified the mediating effecting effect of grit and self-efficacy in the relationship between parents’ positive parenting attitudes and youth welling. Results First, the correlation between parents’ positive parenting attitude, grit, self-efficacy, and adolescent’s happiness perceived by high school students was statistically significant. Second, the partial mediating effect of grit was confirmed in the relationship between parents’ positive nurturing attitudes and adolescent’s happiness perceived by high school students. Third, the partial mediating effect of self-efficacy was confirmed in the relationship between parents’ positive nurturing attitudes and adolescent’s happiness perceived by high school students. Fourth, it was found that grit and self-efficacy were doubled in the relationship between parents’ positive nurturing attitudes and adolescent’s happiness perceived by high school students. Conclusions These researches results are expected to be provided as basic data for developing policies and programs to improve high school students’ happiness in the future.

Objective: This study attempted to investigate the structural relationship between positive parenting attitude, career decision motivation, career maturity, and career preparation behavior for high school students. Methods: To this end, a survey was conducted on 379 high school students (270 boys and 109 girls) in K city in Gyeongsangnam-do, and SPSS 20.0 and Amos 22.0 were used for data analysis. Results: The results of this study are as follows. First, positive parenting attitude, career decision motivation, career maturity, and career preparation behavior, positive parenting attitude had a positive significant effect on career decision motivation and career maturity, but did not have a significant effect on career preparation behavior. In addition, career decision-making motivation and career maturity had a positive and significant effect on career preparation behavior. Second, positive parenting attitude and career preparation behavior, the significant mediating effect of career decision motivation and career maturity was confirmed. Conclusions: This study is significant in that it confirmed that parents’ positive parenting attitude influences career adaptation.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

Objectives Parents play a crucial role in health-related practices of children with autism spectrum disorder (ASD). This study assessed the association between oral health status and oral health practices of children with ASD in relation to their parental attitudes and comfort in providing oral care. Methods This cross-sectional study included 75 children with ASD attending the special needs schools in Eastern Saudi Arabia from 2015–2018. Parents responded to a self-administered questionnaire assessing their attitudes toward oral health and comfort in providing oral care for children. The clinical examination assessed dental caries (decayed, extracted, and filled: (DMF and def)), gingival disease, and plaque accumulation. The Pearson correlation coefficient was used to assess the relationship between the study variables, while ANOVA followed by post hoc was used to assess the differences. Results Prevalence of dental caries in primary teeth was 76% and 68% in the permanent dentition with a mean of 0.85 ± 1.9 and 1.03 ± 2.9, respectively. Thirty-one participants had gingival problems, mean gingival index was 1.03 ± 0.88, and mean plaque index was 0.95 ± 0.43. Half of the parents supervised their children's brushing, which was significantly associated with plaque accumulation (p = 0.004), gingival disease (p < 0.0001), and def (p = 0.02). Parental attitudes and comfort in providing oral health care were not associated with oral health status of ASD children; however, positive parental attitudes were associated with lower sugar consumption (p = 0.043). An inverse correlation was observed between comfort in providing oral health care with gingival and plaque scores r = −0.18 and −0.23, respectively. Conclusions The data are indicative of poor oral health practices and status among ASD children. Parents' oral health care practices seem to be reactive rather than proactive. Positive parental attitudes were associated with lower sugar consumption. Greater comfort in providing care was negatively correlated with plaque accumulation and gingival problems.

In order to prevent emotional and behavioral problems and increase life satisfaction in early adolescents, this study classified mothers’ parenting attitudes perceived by early adolescents as latent classes, and verified emotional and behavioral problems and life satisfaction of early adolescents according to the classified latent classes. For this study, 2019 year’s data from the Korean Children and Youth Panel Survey(KCYPS) of the National Youth Policy Institute were used. A total of 4,368 cases(2,184 fifth grade in elementary school and 2,184 mothers) were statistically analyzed using latent profile analysis, multinominal logistic regression, and Wald’s association test. As results of the study, the latent classes for the mothers' parenting attitude were divided into three classes. As factors affecting the latent class, conversation time with mother in children, mother’s health, self-esteem and happiness in mothers significantly influenced to three latent classes. Also, there were significant differences in emotional and behavioral problems and life satisfaction according to the latent classes of mothers’ parenting attitudes. Emotional and behavioral problems were low and life satisfaction was high in the 'positive parenting attitude dominant group'. This study is expected to be useful in parent education and counseling sites.

Purpose: The objective of this study was to investigate the differences of sodium intake in the diet according to the kind of meal, food group, and dish group. Methods: A dietary survey was conducted using the 24-hour recall method from April to May, 2009. The study subjects consisted of 701 elementary and 1,184 middle school students in the Jeju area. Mean sodium intake and the percentage contribution of meals and each dish and food group to daily sodium intake were calculated. Results: The daily sodium intake was 2,868.4 mg and 3,032.5 mg in elementary and middle school students. For elementary school students, breakfast, lunch, dinner, and snack provided approximately 18.0%, 35.1%, 32.8%, and 14.1% of total daily sodium intake, and for middle school students, 15.3%, 40.2%, 29.1%, and 15.5%, respectively. Major food groups for sodium intake were spices (1,252.5 mg in elementary, 1158.0 mg in middle school students), vegetables and their products (409.0 mg, 495.6 mg), cereal and grain products (322.4 mg, 647.8 mg), and fish and shellfish (255.3 mg, 336.6 mg). Except cereal and grain products, sodium intake of the food groups mentioned above was greater at lunch and dinner than at breakfast and snack. And, the elementary and middle school students obtained 5.9% and 9.8% of total daily sodium intake from cereal and grain products at snack. Among the 29 dish groups, the highest dish groups contributing to dietary sodium intake were soup and stew and tang/jeongol, consuming 19.8% (elementary school students) and 25.4% (middle school students) of daily sodium intake. The following major dish groups contributing to dietary sodium intake, in order, were kimchi, seasoned vegetables, grilled dish, stir-fried dish, and a` la carte. By meals, the percentage of sodium intake from soup, kimchi, stew, fried dish, and stir-fried dish at school lunch was high, from noodles, grilled dish, and a` la carte at dinner, and from bakery/snacks and noodles at snack. Conclusion: Sodium intake from the various side dishes at school lunch was high and noodles and bakery/snacks were popular snack foods in elementary and middle school students in Jeju area. In order to lower the intake of sodium, students need to be educated about eating less soup and choosing better snacks.

The issue of left-behind children is a prominent social challenge that has surfaced in recent years as China’s modernization process advances. Due to national policies and economic limitations, most migrant parents opt to leave their children behind in their hometowns and entrusted to other relatives. The prolonged absence of parents, inadequate caretaker ability of other relatives, and limited resources in communal living conditions lead to mental development problems in left-behind children to varying degrees. Such children are more vulnerable to depression, anxiety and loneliness compared to their peers. Thus, the mental health issues of left-behind children ought to receive requisite attention. This paper utilizes the 2013–2014 survey data from the China Education Panel Study (CEPS) for an empirical research aiming to analyze quantitatively the effect of parenting styles on mental health of left-behind children, along with an examination of the mediating role of mental resilience, the results of which are as follows: first, positive parenting behavior significantly reduces mental health problems among left-behind children, whereas positive parenting attitudes do not have a significant effect; second, mental resilience mediates the influence of parenting behavior on children’s mental health but not the effect of parenting attitudes; and third, both positive parenting behavior and parenting attitudes significantly enhance the mental resilience of left-behind children.