2020, Vol.33, No.2

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

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

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.

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.

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.