2017, Vol.30, No.4

THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67

pISSN : 1229-0718 / eISSN : 2671-6542
https://journal.kci.go.kr/baldal

The present study identified the personal and familial variables related to relational victimization of girls and functioning mechanisms of these variables. For this, maternal rejective parenting was set as a familial variable, and trait anger and gender role traits were set as personal variables. Moreover, the mediating roles of trait anger, agency, unmitigated agency, communion, and unmitigated communion in the relationship between maternal rejective parenting and girls’ relational victimization were examined through structural equation modeling. A total of 815 elementary school girls in 5th and 6th grades sampled from fourteen elementary schools participated in this study. The results indicated that although maternal rejective parenting had significant direct effects on all the mediating variables included in the model, unmitigated communion was the only mediator showing a significant mediating effect. That is, maternal rejective parenting made girls vulnerable to relational victimization by developing unmitigated communion. Based on these findings, effective prevention/intervention strategies for reducing girls’ victimization of relational aggression were discussed.

The purpose of this study was to investigate the mediating effect of anti-bullying attitudes in the relationships between perceived parental attitudes toward fighting and non-fighting, and bullying behaviors. For this research, the self-report data of 417 Korean children in 5th and 6th grade in elementary school was analyzed. The results of structural equation modeling indicated that parental support for fighting directly predicted anti-bullying attitudes and bullying behaviors. Although parental support for non-fighting predicted anti-bullying attitudes, it did not directly predict bullying behaviors. Anti-bullying attitudes partially mediated the relationship between parental attitudes toward fighting and bullying behaviors. Meanwhile, these attitudes fully mediated the relationship between parental attitudes toward non-fighting and bullying behaviors. The implications of these findings are discussed along with the suggestions for bullying prevention/intervention strategies in elementary school.

Prior research on the relationship between parent involvement in schools and children's academic achievement has been inconclusive, finding some positive effects and some negative effects of parent involvement. This study investigated the effects of parent involvement on kindergarten children's reading achievement. Working from a conceptual basis in Bronfenbrenner's Ecological System Theory (1998), the present study distinguishes between the effect of an individual child's parent involvement at home and at school and the collective effect of a school atmosphere in which parents are actively involved in kindergarten students and their parents. The study data (N=3,142) were drawn from Early Childhood Longitudinal Study Kindergarten Class-Kindergarten version. A Hierarchical Linear Modeling (HLM) technique was used to uncover both the effects of individual parent activities and collective parent activities. The major finding resulted from HLM analyses was that while there is no significant effect of an individual child's parent involvement at school, a school atmosphere in which parents are actively and collectively involved mitigates the effect of children's prior achievement on their reading achievement at the end of kindergarten year. That is, in educational environments characterized by high collective parent involvement, kindergarten children are more likely to end their school year with higher reading achievement compared to the start of the year.