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아버지의 양육태도와 유아의 외현화 문제행동 간의 종단적 인과관계 분석
허청아(Cheong-Ah Huh),배한진(Hanjin Bae) 한국아동학회 2018 아동학회지 Vol.39 No.1
Objective: The purpose of this study was to investigate the longitudinal reciprocal relationship between fathers’ parenting attitude and preschoolers’ externalizing behavior problem. Methods: The study sample consisted of 1,777 fathers and their preschool children (aged 5-7 years, 912 boys and 865 girls) from the Panel Study on Korean Children. Data from three waves were analyzed using the autoregressive cross-lagged modeling. Results: Our analysis showed that fathers’ parenting attitude and preschoolers’ externalizing behavior problem were moderately stable over time. Second, a reciprocal causal relationship was found between fathers’ affective parenting and preschoolers’ externalizing behavior problem. In other words, fathers’ prior affective parenting had a significantly negative effect on preschoolers’ later externalizing behavior problem, and the preschoolers’ prior externalizing behavior problem had a significantly negative effect on fathers’ later affective parenting. Third, the multi-group analysis revealed that there was no significant gender difference. Conclusion: Our findings show that there is an interrelationship between fathers’ parenting attitude and preschoolers’ externalizing behavior problem. Given that preschoolers’ prior externalizing behavior problem decreases fathers’ later affective parenting, which in turn is likely to worsen preschoolers’ later externalizing behavior problem, we recommend finding ways to make fathers show affective parenting regardless of preschoolers’ externalizing behavior problem.
다문화청소년의 중학교 전이기의 문화적응스트레스 변화궤적에 따른 집단분류 및 집단별 학업 적응의 차이
이보람(Boram Lee),허청아(Cheong-Ah Huh) 한국가족정책학회 2024 가족정책연구 Vol.4 No.1
This study aimed to classify multicultural adolescents by acculturation stress trajectories during their transition from elementary to middle school using data from the first to sixth waves of the Multicultural Adolescents Panel Study. A total of 1,561 participants were classified using latent class growth analysis into four distinct groups: high stress (5.5%), low stress (76.3%), stress increasing during transition (7.2%), and stress decreasing during transition (11.0%). Analysis of variance revealed significant differences in academic adjustment across groups, with those experiencing increased stress during the transition showing greater difficulties in learning activities, lower motivation, and lower satisfaction with academic performance. These findings suggest that changes in multicultural adolescents’ acculturation stress during the transition from elementary to middle school may be related to academic adjustment. The results indicate that multicultural adolescents may experience cumulative acculturation stress if they experience difficulties in schoolwork as they enter middle school.