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유아기 자녀 가족의 가족체계 기능과 부모의 양육행동, 양육분담, 양육스트레스
옥경희 ( Ok Kyunghee ) 한국가족관계학회 2017 한국가족관계학회지 Vol.22 No.2
Objectives: The purpose of this study was to explore differences of fathers` and mothers` parenting behaviors, sharing, and stresses by levels of family system functioning in families with young children. Methods: The sample of this study included 1,611 first married couples having at least one child aged under 5 years in the 6th wave of the Panel Study on Korean Children(PSKC). Results: It was found that fathers` cohesion and flexibility were higher than mothers`. It was also found that there were significant differences in fathers` and mothers` parenting behaviors, sharing, and stresses by the level of family system functioning. Conclusions: This study suggested that the family system functioning are related to parenting in families with young children. Further implication were discussed for enhancing family system functioning and parenting behaviors of young children.
김미해(Kim, MeeHa),옥경희(Ok, Kyunghe) 한국사회조사연구소 2011 사회연구 Vol.- No.22
공격행동은 생애 이른 시기부터 나타나는 문제행동으로 개입시기가 빠를수록 효과적이라고 알려져 있다. 유아들의 유치원 입학 시기가 앞 당겨지면서 아동발달에 미치는 유치원 교사의 역할이 차지하는 비중은 높아지고 있다. 이 연구는 유아의 공격행동에 대한 유치원 교사의 사회화 전략에 양육목적, 공격행동에 대한 귀인, 교사의 효능감이 미치는 영향력을 살펴보는 것을 주목적으로 한다. 유치원 교사 107명을 대상으로 설문지를 이용하여 자료를 수집하여 분석한 결과, 교사의 사회화 전략에는 귀인의 설명력이 가장 높았고, 양육목적과 효능감 순으로 나타났다. 사회화 전략 종류에 따라서 영향력을 행사하는 변인들은 다르게 나타났으나 일시적ㆍ외적 귀인은 모든 사회화 전략에서 영향력을 행사하는 변인이었다. There is a large body of evidence supporting the importance of intervention from early childhood regarding aggressive behavior before becomes habitual. Thus, exploring variables associated with preventing preschooler's aggressive behavior has important implications for early childhood development. The main goal of this study was to examine the effectiveness of goals, attribution, and teacher's efficacy on the teacher’s social strategies of dealing with preschooler's aggressive behavior. A total of 107 kindergarten teachers participated in this study. As predicted, outcomes of hierarchical regression analyses indicated that several variables including some types of attribution, teacher-oriented goal, and teacher efficacy predicted teacher's social strategies. Results are discussed in terms of cultural differences and future directions.