고등학생이 지각한 부모의 긍정적 양육태도와 청소년 행복감의 관계에서 그릿과 자기효능감의 매개효과

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 attempted to verify the mediating effect of positive and negative parenting attitudes on their children’s happiness through conversation time with parents and to determine whether there are differences between elementary and middle school students in such effects. To this end, the response data of elementary and middle school students collected in the third year (2020) of the Korean Children and Youth Panel Survey conducted by the Korea Youth Policy Institute were used. The analysis was conducted using structural equations and M-plus. The analysis results are as follows: First, in the case of elementary school students, positive parenting attitudes significantly affected happiness overall. In addition, in the case of middle school students, support for autonomy among positive parenting attitudes positively affected happiness. Second, in the case of middle school students, warmth and structural provision among positive parenting attitudes positively affected happiness by mediating conversation time with parents. Third, the mediating path of conversation time was not significant for autonomy support and coercion in common for all ages. Fourth, rejection of negative parenting attitudes in all ages negatively affected happiness by negatively mediating conversation time. Also, the inconsistency negatively affected happiness by negatively mediating conversation time. In conclusion, this study confirmed the positive effect of a positive parenting attitude on happiness rather than the amount of conversation time with parents. Moreover, it proved that a positive parenting attitude (warmness, structure provision) for middle school students positively affects happiness by mediating conversation time. These results are of great significance in that they provided evidence for the necessity of parental education considering the age of children.

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.

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.

Objectives This study derives research trends and influencing factors on the self-resilience of middle and high school students from multicultural families through systematic literature review. Methods A total of 1,100 articles on the self-resilience of multicultural youth published in domestic journals from 2008 to 2023 were collected, and the final 23 articles were selected through three stages of exclusion and inclusion. A total of five databases were used for the search database: Korean Academic Information (KISS), Academic Research Information Service (RISS), Academic Database Service (DBpia), Korean Academy of Academic Education (ⓔ particle), and Korean Journal Citation Index (KCI). Results first, general characteristics were analyzed to identify research trends. Second, individual factors (bilingual ability, developmental assets, bicultural acceptance attitude), family factors (parent-child communication, mother's positive parenting attitude, family support, parental support and supervision, simulated parenting efficacy), and school and social factors (social support, cultural adaptation stress, and companionship) were derived from the self-resilience of middle and high school students from multicultural families. Third, individual factors (empowerment, life satisfaction, achievement motivation, mental health, depression), school and social factors (social adaptability, social atrophy, cultural adaptation stress, school life adaptation, school life satisfaction, learning attitude, academic interruption, career decision-making, and companionship) were derived. Conclusions By deriving in more detail the factors influencing the self-resilience of middle and high school students from multicultural families, which were relatively insufficient in previous studies, basic data for future studies were provided. This suggests the need for research to explore the psychological adaptation and growth process of multicultural youth in more depth.

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.

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.

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 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.

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.

This study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting. Practitioner notes What is already known about this topic Existing research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing. Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology. Positive parental attitudes towards technology have been associated with healthier digital habits and development in children. What this paper adds This study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting. Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups. The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs. Implications for practice and/or policy Develop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups. Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being. Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender. Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs. Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain.

Using data from the 1999 and 2002 National Survey of America's Families, a large-scale nationally representative sample, this study finds that parental religious attendance is positively associated with parent self-rated health, parent mental well-being, positive parenting attitudes, child health, and child school engagement. Although the strength of these associations varies to some extent according to socio-demographic factors, the interactive patterns are not consistently predictable. Moreover, parental health and well-being and positive attitudes toward parenting appear to be important pathways linking parental religious attendance to child well-being. These findings suggest that opportunities for participation in local religious services offered by faith-based organizations may be fruitful avenues through which the government and society can help American families enhance parent and child well-being.

Background: The Internet is becoming increasingly important in providing medical knowledge. Students facing such information-rich environment, may not pay adequate attention to appropriate use of information sources. Aim of the study:The study aimed to evaluate the use of Internet for obtaining medical information by high school students (HSS) and medical students (MS), especially during the COVID-19 pandemic.Material and methods:Two anonymous online surveys were distributed through social media among Polish HSS and MS. The questionnaires of 562 HSS and 332 MS, representing 12 medical universities, were analysed.Results:33,7% MS and 12,6% HSS use Internet to obtain medical knowledge several times a day. 63% of all students believe that the COVID-19 pandemic increased this frequency. To accomplish that, 76% MS and 61.6% HSS frequently use search engines. 61% MS and 30,4% HSS often use Wikipedia. News websites are often used by 58.7% HSS and 19,3% MS. Medical databases e.g. PubMed are usually used by 28% MS. Both MS and HSS rated the author's specialty overlapping with the issue as the most important factor affecting the reliability of medical information sources (4.14 and 5.51 points on a 0-5 scale, respectively). 62,4% MS believe medical studies have significantly changed their perception of the credibility of medical knowledge sources. 50% HSS and 42,5% MS, when encountering incorrect medical information, never take any action to clarify it. 87,4% MS and 70% HSS express the need for additional classes on COVID-19 in their school curriculum.Conclusions:The Internet is widely used by HSS and MS as a source of medical knowledge. It is important to emphasize the need to develop the ability to select reliable medical information among users of the virtual world. Students understand the need to evaluate the credibility of sources, however they often do not take any action when confronted with erroneous information.

ObjectiveThis article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all and can be easily replicated.ActivityThe Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100 high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was created to prepare high school students who participated in the preliminary rounds for the final local and International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session. The students rotate between facilitators as small group teams during each teaching hour. There are icebreakers, content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise in neuroscience content and other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship. Was this change beneficial to both sets of students (medical and high school)?Results and discussionWe aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28) and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggest that both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfer their knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. The major benefits experienced by the high school student participants (of various socioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM).ConclusionParticipating high school students of various genders and socioeconomic backgrounds gained equal access to educational resources and may select careers in health-related sciences. Participating medical students developed knowledge and teaching skills and engaged in a service-learning opportunity.