The Mediating Effects of Parenting Stress, Child’s Temperament and Emotional Regulation in the Relationship Between Mother’s Parenting Sensitivity and Child’s School Readiness

Objectives: The purpose of this study was to examine the moderated mediating effect of negative emotionality through inhibitory control on the relationship between maternal parenting and aggression. Methods: Participants were 277 toddlers, who were 24 to 35 months, and their mothers and homeroom teachers. A scale of toddlers aggression: TBC (12 questions), a scale of inhibitory control: BRIEF-P (16 questions), a scale of negative emotionality: ECBQ-short (12 questions) and a scale of mother's parenting sensitivity (9 questions) were used. Data were analyzed for the moderated mediating effect between variables using PROCESS macro methods. Results: The main findings were as follows. First, inhibitory control mediated the relationship between mothers' parenting sensitivity and aggression of toddlers. Second, negative emotionality significantly moderated the relationship between mothers' parenting sensitivity and inhibitory control. Last, the mediating effect of inhibitory control was moderated by negative emotionality in the relation between mothers' parenting sensitivity and aggression of toddlers. Conclusion: These results support Belsky's differential susceptibility model. When the level of negative emotionality is average or above, the more sensitive and responsive the increase in maternal parenting behavior through inhibition control, which has been confirmed to reduce aggression. Implications of the intervention of early intervention program and parent education are also discussed.

“…Th e Parental Style Questionnaire (PSQ; Bornstein et al, 1996) H. M. Lee (2006) Shim Woo (2019) . , (Shim & Woo, 2019). PSQ ,…”

Section: 연구도구 어머니의 양육민감성mentioning

confidence: 99%

“…(parenting sensitivity) (Ainsworth, Blehar, Waters, & Wall 1978;N. Hong & Bang, 2018;Lee, 2005;Shim & Woo, 2019). (Ainsworth, Bell, & Stayton, 1971), (Stams, Juffer, & Van IJzendoorn, 2002).…”

mentioning

confidence: 99%

The Influence of Mothers’ Parenting Sensitivity on Aggression of Toddlers: The Moderated Mediation Effect of Inhibitory Control and Negative Emotionality

김¹,

김²

2021

The Effect of Preschooler’s Shyness on School Readiness: Mediating Effect of Everyday Executive Function

Ryu¹,

Kang²

2020

Objectives: The purpose of this study was to examine the mediating effect of everyday executive function in the relationship between preschooler's shyness and school readiness. Methods: Participants consisted of 236 five-year-old preschoolers. For data analyses, descriptive statistics, t-tests and Pearson's correlation and structural equation modeling were used. Bootstrapping method was applied to examine the significance of the mediating effects. Results: First, preschool girls were reported to show higher school readiness than preschool boys. Moreover, the children with sibling(s) were reported to have higher school readiness than those with no sibling(s). Employment of mothers and weekly private education hours had no significant effect on school readiness. Second, the everyday executive function mediated the relationship between the preschooler's shyness and school readiness. Conclusion: This study has implication for investigating gender and sibling difference in shyness and the mediating mechanism of explaining variance in the school readiness of preschoolers. The limitations and more implications of this study are also discussed.

Validation of the Korean Version of the Learning-To-Learn Scales (K-LTLS)

Park,

Sung

2023

Objectives: This study investigated the validity and reliability of the Learning-To-Learn Scales (LTLS) for its use in Korea. The LTLS is a seven-factor, 48-item tool for assessing the learning behaviors of preschool children. All items are rated on a 3-point Likert assessment, and teachers select from “Most often applies,” “Sometimes applies,” and “Does not apply” based on what best describes the child’s typical learning behavior.Methods: The subjects in this study were 1,396 children (3-5 years old) who were evaluated by 585 teachers living in Seoul Metropolitan City, Busan Metropolitan City, Gwangju Metropolitan City, Gangwon Province, and Gyeonggi Province. The subjects were randomly divided into an exploratory (<i>n</i> = 681) and confirmatory subsample (<i>n</i> = 715).Results: Forty-eight items of the LTLS were double-translated and revised. Exploratory factor analysis uncovered six factors of the Korean version of the Learning-To-Learn Scales (K-LTLS), and salience was found for 43 of the 48 items. Confirmatory factor analysis of the 43 items supported a 6-factor model comprising Strategic Planning, Effectiveness Motivation, Interpersonal Responsiveness in Learning, Sustained Focus in Learning, Acceptance of Novelty and Risk, and Group Learning. The six factors of the K-LTLS demonstrated criterion-related validity based on the assessment of School Readiness and proper internal consistency reliability. The analysis of differences in children’s learning behaviors based on their sex and age revealed that girls were more likely to exhibit higher learning behavior scores than boys. Additionally, 4- and 5-year-old children tended to display higher learning behavior scores than 3-year-old children.Conclusion: The K-LTLS can be an appropriate scale for assessing the learning behavior of Korean young children.