This study aims to examine the effects of parent-child affective bonding reflecting Korean traditional culture on the school adjustment. This study, also, determine whether parent-child affective bonding perceived by child, mediated by emotional intel...
This study aims to examine the effects of parent-child affective bonding reflecting Korean traditional culture on the school adjustment. This study, also, determine whether parent-child affective bonding perceived by child, mediated by emotional intelligence, has effects on the school adjustment
The subjects of this study included a total of 512 students of 5th and 6th grades of elementary schools located in Seoul and Kyungki-do. The scale and questionnaire used for this study were as follows: the Parent-Child Affective Bonding Scale for Children by Park Sooyoung(2005) which revised one, by Lee Jangjoo(2002), based on a theory, by Choi Sangjin, reflecting Korean cultural aspects; the School Adjustment Questionnaire, by Song-miwon, revised ones by Lim Jungsoon and Jeon Hotaek; and the Emotional Intelligence Scale for higher grades, by Moon Yongrin(1996), developed based on the emotional intelligence model by Mayer and Salovey(1990).
The data obtained from this study were analysed using SPSS, a statistics programme. The frequencies and the percentages were calculated to determine the general characteristics of subjects, and the Cronbach's α coefficient is used to validate the reliability of each scales, and the correlation analysis and the multiple regression analysis were performed for data analysis.
The results from this study are as follow.
First, the parent-child affective bonding has positive effects on the school adjustment. It showed that the higher ranks of parent-child affective bonding have more positive effects on the subfactors of school adjustment; relationship with teacher, relationship with peers, class engagement, and rule compliance; a child with higher bonding power with his/her parents is likely to be more adjustable to overall school settings, compared to others with lower one.
Second, the emotional intelligence of children has effects on their school adjustment. The emotional ability and emotion control ability, among subfactors of emotional intelligence, showed effects on the relationship with teacher and peers, class engagement. The Empathy ability, among them, showed effects on all the relationship with teacher, relationship with peers, class engagement, and rule compliance. The emotional expression showed no significant effects. These results imply that the emotional intelligence of child has effects on his/her overall school life; a child with higher emotional intelligence keeps harmonious relations with teacher or teacher, engage in classes, and comply with school rules, more effectively compared to others with lower emotional intelligence.
Third, the parent-child affective bonding perceived by child not only has direct effects on school adjustment but also indirect effects on it mediated by emotional intelligence. The parent-child affective bonding, mediated by empathy ability, emotion control ability, and emotion utilization ability among subfactors of emotional intelligence, showed direct effects on school adjustment. This results implies that a child with higher parent-child affective bonding has higher emotional intelligence, and that a child with higher emotional intelligence has higher school adjustment.