지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers’ school readiness on children’s academic ability at school entry in early childhood.
Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.
Results: First, the relationship between maternal parenting stress and children’s academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers’ school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers’ school readiness. The poor degree of preschoolers’ school readiness was related to the children’s low academic ability at school entry. Second, the relationship between maternal parenting stress and children’s academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers’ school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers’ school readiness, and the lower the children’s academic performance at school entry.
Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers’ school readiness in early childhood influenced first-grade children’s academic performance.
Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.
Results: First, the relationship between maternal parenting stress and children’s academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers’ school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers’ school readiness. The poor degree of preschoolers’ school readiness was related to the children’s low academic ability at school entry. Second, the relationship between maternal parenting stress and children’s academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers’ school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers’ school readiness, and the lower the children’s academic performance at school entry.
Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers’ school readiness in early childhood influenced first-grade children’s academic performance.
목차
Introduction
Methods
Results
Discussion
References
주제어 및 참고문헌
참고문헌 (50)
참고문헌 신청
Akhtar, T. / 2018 / Exploring the concept of school readiness amongst parents, teachers and principals of preschools children / Pakistan Journal of Psychological Research 33(1):149~175
Anderson, R. E. / 2015 / Focusing on family : Parent-child relationships and school readiness among economically impoverished black children / Journal of Negro Education 84(3):442~456
Bardack, S. / 2017 / Unique contributions of dynamic versus global measures of parent–child interaction quality in predicting school adjustment / Journal of Family Psychology 31(6):649~658
Baumrind, D. / 1991 / The influence of parenting style on adolescent competence and substance use / The Journal of Early Adolescence 11(1):56~95
Bodovski, K. / 2011 / The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics / Journal of Early Childhood Research 9(1):4~19
Anderson, R. E. / 2015 / Focusing on family : Parent-child relationships and school readiness among economically impoverished black children / Journal of Negro Education 84(3):442~456
Bardack, S. / 2017 / Unique contributions of dynamic versus global measures of parent–child interaction quality in predicting school adjustment / Journal of Family Psychology 31(6):649~658
Baumrind, D. / 1991 / The influence of parenting style on adolescent competence and substance use / The Journal of Early Adolescence 11(1):56~95
Bodovski, K. / 2011 / The long term effects of early acquired skills and behaviors on young children’s achievement in literacy and mathematics / Journal of Early Childhood Research 9(1):4~19
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UCI(KEPA) : I410-ECN-0101-2022-598-000125792