A Predictive Model of Behavioral Problems in Elementary School Children.

Song, Hee Seung; Shin, Hee Sun

doi:10.4094/chnr.2014.20.1.1

Cited by 6 publications

(5 citation statements)

References 10 publications

(1 reference statement)

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“…. , (Song & Shin, 2014), ( Jo & Kim, 2014;Nam, Sung, & Gwon, 2014), (Hoglund & Chisholm, 2014) . , , .…”

Section: Introductionmentioning

confidence: 99%

Application of Latent Class Analysis to Predict Children’s Internalizing Problems

Lee¹

2020

Korean J Child Stud

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Objectives: The purpose of this study was to identify the number of latent classes among elementary school children who internalize problems, and to find out whether internalizing problems of each latent class can be predicted by predictors. Methods: Data were collected from 1,957 children who participated in the Korean Children and Youth Panel Survey 2010 at four different time points (grade 2, grade 3, grade 4, and grade 6). Data were analyzed using latent class analysis and multinomial logistic regression. Results: First, analyses revealed four latent classes of children's internalizing problems: low, increasing, decreasing, and high. Second, children with high levels of self-esteem, ego-resilience, peer attachment, peer relationship, and parental monitoring are more likely to be in the low group as compared to the high group. On the other hand, children with high levels of teacher-children relationship are more likely to be in the low group as compared to the increasing group. Third, children with higher levels of abuse experiences are more likely to be in the high group than in the low group. With regards to boys and girl's internalizing problems, girls are more likely to be in the high group as compared to the low group. Conclusion: The results suggested that internalizing problems of the extracted latent classes were differently predicted by gender, self-esteem, ego-resilience, peer attachment, peer relationship, teacher-child relationship, parental monitoring, and parental abuse.

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“…. , (Song & Shin, 2014), ( Jo & Kim, 2014;Nam, Sung, & Gwon, 2014), (Hoglund & Chisholm, 2014) . , , .…”

Section: Introductionmentioning

confidence: 99%

Application of Latent Class Analysis to Predict Children’s Internalizing Problems

Lee¹

2020

Korean J Child Stud

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“…In particular, the special concern regarding school-aged children was addressed. However, current health education programs in the elementary schools of South Korea generally do not consider students' developmental characteristics; they tend to be teachercentered and use teaching by rote as the primary educational method (Lee & Kim, 2004;Song & Shin, 2014). The main problem is that this method does not integrate content, which includes all areas of HLBs, but instead focuses on subtopics separately (e.g.…”

Section: Introductionmentioning

confidence: 99%

Development and exploratory testing of a school‐based educational program for healthy life behaviors among fifth grade children in South Korea

Kim

Baek²,

Kang

2016

Japan Journal Nursing Sci

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“…자아존중감은 개인의 바람직한 환경 적응 및 건전한 성 격발달, 나아가 긍정적인 자기실현에 중요한 요소이다 (Coopersmith, 1967). 특히, 자아존중감의 성취는 아동기와 청소 년기 발달에 중심과제 중의 하나로서 (Mack & Abon, 1985) 학생의 문제 발생 행동을 감소시키는 데에 영향을 미치고 (Song & Shin, 2014), 낮은 자아존중감은 스트레스를 증가시키는 것으로 알려져 있다 (Brenner, 1984).…”

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The Influence of the Laughing Programs on Self-esteem and Stress Coping Behaviors in Elementary School Student

Bae

2015

J Korean Soc Sch Health

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Purpose: The purpose of this study is to survey on the influence of the laughing program on elementary school students' self-esteem and stress coping behaviors. Methods: In total, 43 children (grade 4~6 students) were recruited for self administered questionnaire. Questionnaire was composed of general characteristics, self-esteem, and stress coping behaviors. Ten week course of laughing program was scheduled to the Experimental group, meanwhile no program was given to the control group. Results: The median self-esteem scores in the experimental group was increased from 30.05 to 34 (Z=-2.375, p<.05). Meanwhile control group did not show significant change. The median inactive/avoidant coping scores in the experimental group was decreased from 10 to 9 (Z=-2.028, p<.05). Meanwhile control group did not show significant change in any items of stress coping behaviors. Conclusion: Laughing program may be helpful to improve stress coping behaviors through reducing inactive/avoidance coping as well as to strengthen self-esteem, especially among participants who had low self-esteem before the intervention.

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A Predictive Model of Behavioral Problems in Elementary School Children.

Cited by 6 publications

References 10 publications

Application of Latent Class Analysis to Predict Children’s Internalizing Problems

Application of Latent Class Analysis to Predict Children’s Internalizing Problems

Development and exploratory testing of a school‐based educational program for healthy life behaviors among fifth grade children in South Korea

The Influence of the Laughing Programs on Self-esteem and Stress Coping Behaviors in Elementary School Student

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