Objective: The main purpose of this study was to investigate the effects of preschooler temperament and maternal postnatal depression, depression, and parenting stress on preschooler externalizing problem behavior. Methods: The participants consisted of 98 preschoolers (ages 4-5 years) and their mothers. The subjects completed the following questionnaires: Emotionality, Activity, and Sociability (EAS), Edinburgh Postnatal Depression Scale (EPDS), Center of Epidemiological Studies Depression Scale (CES-D), Parenting Stress Scale, Korean Child Behavior Checklist for Ages 1.5-5 (K-CBCL 1.5-5), and Social Competence and Behavior Evaluation Inventory Short Form (SCBE-30). The data were analyzed by t/F tests, Pearson's correlation analysis, and multiple regression analysis. Results and Conclusion: First, preschooler emotionality temperament had positive correlations with attention problems and aggression. Second, maternal depression and parenting stress had a positive correlation with preschooler externalizing problem behaviors. Third, maternal parenting stress had an effect on preschooler attention problems. Forth, preschooler emotional temperament and maternal parenting stress had an effect on preschooler aggression.
Objectives: This study aims to develop and validate a basic psychological needs satisfaction and frustration scale for school-aged children. Methods: A total of 49 preliminary questions were extracted using the Delphi method. These questions were first composed through pilot studies and a group interview with children. The present study was conducted among students in 4th to 6th grade in elementary school. The data of a total of 455 participants were analyzed through exploratory factor analysis, confirmatory factor analysis, and correlations. Results: The results of factor analysis identified a total of 33 questions constituting 6 factors (autonomy need satisfaction, competence need satisfaction, relationship need satisfaction, autonomy need frustration, competence need frustration, and relationship need frustration). This scale showed a significant correlation with life satisfaction, school adjustment, aggression, and depression variables, which verified the convergent validity. A comparison of the means of basic psychological needs of clinical and nonclinical children showed a significant difference, verifying the discriminant validity of the scale. Finally, the results of calculating internal consistency coefficient and split-halves reliability coefficient showed that the scale was reliable. Conclusions: This study is meaningful, in that it developed a reliable and valid scale to measure the satisfaction and frustration of basic psychological needs, reflecting children's actual experiences and developmental characteristics.
The main purpose of this study is to investigate the differences in preschoolers' problem behaviors according to their types of attachment. Methods: The subjects of this study were 100 children (42 boys and 58 girls) who were 4-6 years old and were attending childcare center or kindergarten in Jeonbuk J city. The attachment representation of the young children was assessed using the Attachment Story Completion Task (ASCT), which was developed by Bretherton, Ridgeway and Cassidy(1990). Preschoolers' problem behaviors were assessed using the K-CBCL 1.5-5 (Korean Child Behavior Checklist for Ages 1-5-5). Content analysis and type classification were conducted based on various attachment coding manuals. The data were analyzed using Pearson's correlation analysis and t/F test. Results and Conclusion: First, in the secure attachment type, nurturance/empathy, companionship, calm response to separation, and positive affection response codes were high, whereas in the avoidant attachment type, high avoidance response appeared, and in the disorganized attachment type, high bizarre negative event codes and disjointed event codes were found. Second, atypical event scores were positively correlated with aggressive behavior, the externalization of behavior problems, and oppositional defiant behavior problem. Third, it was found that the subscales (aggression and oppositional defiant behavior problem) of the problem behaviors differ according to the attachment type of the preschoolers. In partivular, the insecure-disorganized attachment type showed significantly higher problem behavior scores than did the other attachment types (secure and, avoidant attachment types). This result supports the theory of a relationship between secure attachment and the social-emotional development of preschoolers, and highlights the need for attention to and involvement with preschoolers of the insecure-disorganized attachment type.
This study examined the relationships among preschoolers' temperament, intelligence, and problem behaviors. Intelligence was individually measured by the newly standardized K-WPPSI-IV (2015). Methods: The participants were 113 children (4-6 years old), their mothers and teachers. The following instruments were administered: EAS, K-WPPSI-IV, K-CBCL. Descriptive and correlational analyses were performed using SPSS 18.0. Results and Conclusion:The major results were as follows. First, sociability of temperament was negatively correlated with depression, withdrawal, and internalizing problem behavior. Second, activity and sociability of temperament were positively correlated with the most of the K-WPPSI-IV major indices (VCI, VSI, FRI, PSI, FSIQ, NVI, GAI, CPI). Third, depression, withdrawal, and internalizing problem behavior were negatively correlated with NVI and CPI indices of the K-WPPSI-IV. Attention problem and externalizing problem behavior were negatively correlated with FRI, WMI, FSIQ, NVI, GAI, and CPI indices of K-WPPSI-IV.
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