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pISSN : 1229-0718 / eISSN : 2671-6542

2020 KCI Impact Factor : 1.67
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2020, Vol.33, No.2

  • 1.

    Association between Ambiguous Loss and Positive Parenting Behavior in North Korean Defector Mothers: Sequential Mediating Effects of Depression and Parenting Stress

    Kim, Kyong Ah | CHANG, HYE IN | 2020, 33(2) | pp.1~31 | number of Cited : 0
    Abstract
    This study was conducted to investigate association between ambiguous loss (AL) and positive parenting behavior, considering depression and parenting stress as sequential mediators. Participants were 100 North Korean defector mothers who had left their families in North Korea and were now raising children in South Korea. Boundary ambiguity, depression symptoms, parenting stress, and positive parenting behaviors (warmth/consistency) were measured using self-report questionnaires. Results indicated that AL was sequentially and significantly associated with high levels of depression and parenting stress, which in turn predicted lower levels of the consistency factor for positive parenting behavior. The single indirect effect of AL on positive parenting (consistency) through parenting stress was also significant. However, the direct and indirect effects of AL, depression, and parenting stress on positive parenting (warmth) were all not significant. Based on these results, the implications and limitations of this study are discussed.
  • 2.

    Bidirectional Relationship between Parent Involvement in Homework and Implicit Theory in Adolescents

    Park Jin Iee | PARK, DAEUN | 2020, 33(2) | pp.33~47 | number of Cited : 0
    Abstract
    Contrary to common belief, parent support in homework does not always lead to positive results. Uninvited, parent-initiated, and controlled parent homework support deceases children’s academic motivation and achievement. In the current study, we examined whether perceived intrusive parent homework support predicted children’s beliefs about the malleability of intelligence, called theory of intelligence. We also examined the reverse relationship: whether children’s theory of intelligence predicted perceived parent intrusive homework support. In a year-long prospective longitudinal study, we examined 1,374 middle school students. Results showed that students who perceived a higher level of intrusive parent homework support tended to believe that their intellectual ability was fixed (fixed mindset) six months later. However, perceived intrusive parent homework support did not predict theory of intelligence after the 6-month period. This finding adds to the understanding of the antecedent of theory of intelligence during adolescence, suggesting the need for a parent education program that highlights the importance of autonomy when supporting adolescents’ homework.
  • 3.

    The Relationship between Bullying Victimization and Displaced Aggression among Male Middle School Students: The Double Mediating Effects of Rejection Sensitivity and Male Gender Role Conflict, and Moderated Mediating Effects of Non-judgmental Disposition

    Se-ryeon Jeong | Seung-yeon Lee | 2020, 33(2) | pp.49~68 | number of Cited : 0
    Abstract
    The purpose of this study was to examine the relationship between victimization from peer bullying and displaced aggression via rejection sensitivity and male gender role conflict. In addition, the moderation effects of a non-judgmental disposition were examined. Self-report data of 445 middle school boys were analyzed using SPSS 22.0 and Process macro. The results indicated significant double mediation effects of rejection sensitivity and male gender role conflict. Furthermore, a nonjudgmental disposition was found to moderate the relationship between victimization and rejection sensitivity. Additionally, a non-judgmental disposition moderated the indirect effect between victimization and displaced aggression through rejection sensitivity, and also moderated the indirect effect through rejection sensitivity and male gender role conflict.. Study implications and suggestions were discussed, including those for intervention strategies for male middle-school victims.
  • 4.

    Who should share? Preschoolers’ judgments regarding the moral responsibility of ingroup and outgroup members toward “the poor”

    Joo-hyang Park | Kyong-sun Jin | 2020, 33(2) | pp.69~85 | number of Cited : 0
    Abstract
    The present research investigated what do preschoolers think is morally responsible among ingroup and outgroup members regarding “the poor”. In Experiment 1, an ingroup and an outgroup members possessed the same number of resources, while the poor possessed none. Across conditions, the number of resources was different (sufficient (2:2) and insufficient (1:1) condition). In a choice-task, 4-year-old children responded that ingroup members should share only in the sufficient condition, while 5-year-old children responded that ingroup members should share in both conditions. Experiment 2 presented 5-year-olds with another set of conditions (sufficient ingroup (2:1), sufficient outgroup (2:1) conditions) to investigate whether they would consider the number of resources when judging who should share them. As a result, regardless of group memberships, 5-year-old children responded that the individuals with more resources had the responsibility of sharing in accordance with the principle of fairness. These results suggest that preschool children are capable of sophisticated cognitive reasoning by using context-sensitive information when judging individuals' moral responsibility towards others.
  • 5.

    The relationship between executive function and emotional regulation through emotional clarity

    InYoung Choi | Jeong, Yoonkyung | 2020, 33(2) | pp.87~102 | number of Cited : 0
    Abstract
    The purpose of this study was to determine the effects of executive function on emotional regulation and emotional clarity, and to explore whether emotional clarity mediates the relationship between executive function and emotional regulation in early adulthood. For this purpose, an operation span task(OSPAN)(Kane et at., 2001) was applied to 101 participants in Seoul and Gyeonggi-do to measure execution function, and the Emotion Regulation Questionnaire(ERQ) and Trait Meta-Mood Scale(TMMS) were used to measure emotional regulation(reappraisal and suppression) and emotional clarity. Study results showed executive function had a significant relationship with both sub-variants of emotional regulation, ‘reappraisal and suppression’, and emotional clarity. The higher the level of executive function, the more clearly were emotions recognized, and the more ‘reappraisal’, rather than ‘suppression’, was used. In addition, emotional clarity was found to mediated executive function and reappraisal. The results of this study suggest that cognitive competence, including executive function, is a major variable explaining individual differences in emotional regulation, even after adolescence and into early adulthood.
  • 6.

    How Does Grit Develop? A Focus on the Relationship between Perceived Parents Failure Mindset, Parental Academic Expectation, and Failure Tolerance among University Students

    Tae Young An | Seo Dan Park | Sujin Yang | 2020, 33(2) | pp.103~121 | number of Cited : 1
    Abstract PDF
    How is grit developed and socialized? This study aims to focus on the socialization of grit, investigating the mediating effects of parental academic expectation (support and pressure), and university students’ tolerance of academic failure on the relationship between parents’ “failure-is-enhancing” mindset and students’ grit. Data were collected from 412 university students and analysis was performed using PROCESS macro software. Results showed that the “failure-is-enhancing” mindset of parents had a positive effect on students’ grit development. It also demonstrated that the mediating and double mediating effects through parental academic support and students’ tolerance of failure were significant. Although the mediating effects through parental pressure were insignificant, the double mediating effects of parental pressure and failure tolerance were significant. The implications and limitations of this study are discussed.
  • 7.

    The Validity of Behavior Development Screening for Toddlers-Questionnaire/Teachers(BeDevel-Q/T): An early screening tool for infants and toddlers with autism spectrum disorder

    Lee, Kyung Sook | Suk Jin Jung | Shin, Yong Woo and 1other persons | 2020, 33(2) | pp.123~143 | number of Cited : 0
    Abstract
    This study validified the Behavior Development Screening for Toddlers-Questionnaire/Teachers (BeDevel-Q/T), an autism spectrum disorder (ASD) screening instrument. This assessment serves the purpose of teacher reports for early screening of ASD on infants aged 9-47 months. Pilot tests were conducted on a total of 217 people(N=179 typical development, N=32 ASD, n=6+DD). A total of 1,936 participants were tested N = 1,833 typical development, N = 62 ASD, N = 41 developmentally delayed). The results showed a line between age ranges of 9-11 months, 12-23 months, 24-35 months and 36-47 months. Each age ranges consisted of 7-27 questionnaires and 3 subfactors. BeDevel-Q/T validity was tested by the general developmental criterion of BeDevel-Q/T, M-CHAT, Autism items from BITSEA and sociability items from K-DST. M-CHAT, Autism items from BITSEA and sociability items from K-DST were also employed and correlation analysis was performed and general differentiation factors between ASD, developmental delayed, and normal groups were also considered. Results showed a reasonable level of acceptability. BeDevel-Q/T showed high sensitivity (50.0-85.0%), specificity (59.60-84.8%), high internal consistency (Cronbach's α=0.72-76) as well as high test-retest reliability (r=0.79-94). Our results suggest that BeDevel-Q/T might work as a useful short form screener for early identification of ASD in primary care settings.
  • 8.

    Initiation of joint attention by mothers and toddlers in semi-structured play setting: individual differences and relevant factors

    Yunji Kim | Youngon Choi | Jieun Jeong | 2020, 33(2) | pp.145~164 | number of Cited : 0
    Abstract PDF
    Joint attention between infants and mothers is known to be a predictive factor for individual differences in language and social development of the child. Approaches to measuring joint attention, however, had limitations in securing both objective and naturally valid measures. The present study combined prior methods to obtain naturally valid and systematically comparable joint attention measures in both toddlers and their mothers. We presented semi-structured play setting that can utilize Early Social Communicative Scale and coded entire 30-minute mother-child interactions for initiation of joint attention (IJA) behaviors. Overall, mothers showed more IJA than their toddlers. Mothers with girls tended to use pointing with gaze alternation than mothers with boys. Furthermore, maternal education and empathic accuracy were positively associated with their toddlers’ IJA. However, mothers’ personal distress was negatively associated with toddlers’ IJA. Also, the more the mothers used pointing to initiate, the better they appeared to convey word meanings non-verbally. An association was found between Toddlers’ IJA and their comprehension/production vocabulary and mothers’ IJA was positively linked to their 14-17-month-olds’ word comprehension. These findings suggest possible factors that can facilitate IJA in mother-child interactions.
  • 9.

    Longitudinal Effects of Parental and Peer Support on School Dropouts' Depressive Symptoms in Emerging Adulthood: The Mediating Effects of Social Stigma

    Lee, Jihye | Jo Eun-ho | PARK MI YEON and 1other persons | 2020, 33(2) | pp.165~180 | number of Cited : 3
    Abstract
    This study examined the extent to which parental and peer support influenced youth's depressive symptoms during emerging adulthood directly and indirectly through perceived social stigma, using the longitudinal survey on school dropout youth conducted by the National Youth Policy Institute. The present study included 776 adolescents (boys n = 444). The results indicated that parental and peer support in the beginning of school dropout (age 17) negatively affected the youth's perceived social stigma 2 years later (age 19). Their perceived social stigma was significantly and positively associated with depressive symptoms in emerging adulthood (3-4 years after school dropout, age 21). Second, depressive symptoms were not directly influenced by parental and peer support during the early years of school dropout but were significantly reduced through reduced social stigma. Results from the present study are expected to inform efforts for developing preventive intervention programs to support healthy adjustment among school dropouts in Korea.