The Effects of School Psychological Environment, Family Environment and Personal Environment on Children’s Happiness

이진화,; 조인경,

doi:10.15854/jes.2018.3.49.1.39

Cited by 3 publications

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“…아동은 가정 내 대인관계를 기반으로 성인이 되어 독립하기 까지 전인적 발달을 이룬다. 아동기는 가정에서 학교로 변화된 환경에 적응하고 어려워지는 학업과 교우관계 등을 배워가면서 자신의 정체성을 형성하는 시기이다 [30]. 이 시기의 행복감 경험은 현재의 발달 상태와 적응력을 보여주는 지표일 뿐만 아니라 이후의 삶의 전반에 걸쳐 행복감에 대한 예측이 가능하므로 매우 중요한 지표라고 할 수 있다.…”

Section: 자녀의 행복감unclassified

The Effect of Parental Happiness on Children’s Happiness in the 4th Grade of Elementary School: Focusing on the Mediating Effects of Parenting Attitudes

Im,

Joung

2023

APJCRI

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The purpose of this study is to examine the effect of parental happiness on children's happiness in 4th grade children and to verify the mediating effect of parenting attitudes. As the research subjects, 2,203 elementary school students in 4th grade and their parents were selected as a panel using data from the fourth year of the Korean Child and Youth Panel Survey 2018 conducted by the National Youth Policy Institute. Path analysis was performed using the R statistical package and programs such as Lavaan were used for mediating effect analysis. The findings of the study are as follows. First, parental happiness and children's happiness have a significant direct positive correlation. Second, as a result of examining the effect of parents' happiness on parenting attitudes and children's happiness, warmth, autonomy support, and structure provision among parenting attitudes form a positive correlation with children's happiness whereas inconsistency has a negative correlation with it. Third, as a result of analyzing the mediating effect, not only does parental happiness directly affect children's happiness, but it also shows the path leading to children's happiness through warmth and autonomy support. This study suggests that parental happiness should be preceded in order to increase children's happiness and that when children's choices are respected with a warm and affectionate attitude to improve children's intrinsic motivation, psychological stability and healthy growth and development of children can be achieved. The results of this analysis indicated that parental attitudes of parenting should be checked during the period when their children are in their early puberty, and autonomy to respect their children, affectionate mind, and consistent parenting attitude should be educated.

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Section: 자녀의 행복감unclassified

The Effect of Parental Happiness on Children’s Happiness in the 4th Grade of Elementary School: Focusing on the Mediating Effects of Parenting Attitudes

Im,

Joung

2023

APJCRI

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“…이러한 행복감은 유아기부터 기관 적응을 통해 설명되어, 유아교육기관 적응이 행복감과 관련되며 (On & Lee, 2017) 유 치원에 잘 적응하는 유아일수록 행복감도 높게 나타나고 있다 (Go & Kim, 2014) 또한 학업수행이 우수한 아동이 그렇지 않은 아동에 비해 더 행복할 것으로 예측되며, 학업 영역에서의 성공 경험은 행 복감을 가져와 긍정적인 삶을 가능하게 하는 것으로 알려져 있다 (Koo, 2009;Lyubomirsky, King, & Diener, 2005). 한편 아동의 행복감과 관련하여 5세를 전후로 의미 있는 변 화를 보이고 (Cvencek, Greenwald, & Meltzoff, 2016) 생애 전반 에 걸쳐 지속적으로 영향을 주는 (Nelson, Rubin, & Fox, 2005) 자아존중감 역시 행복감의 중요한 관련 요인 (Goh, 2020;J. Lee & Cho, 2018;Yeon & Choi, 2019)이라고 볼 수 있다.…”

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“…학업성취는 학령기 아동의 중요한 발달과업으로 성취 감, 자아존중감 등의 긍정적 정서를 경험하도록 만들기 때문 이다 (Ross & Broh, 2000). 행복감을 종속변인으로 하는 회귀분석에서도 초등학교 1 학년(W8: R 2 = .24, F = 42.388, p = .000), 2학년(W9 : R 2 = .36, F = 76.926, p = .000), 3학년(W10: R 2 = .37, F = 77.965, p = .000) 많은 선행 연구들 (Diener et al, 1995;Gilman & Huebner, 2006;Goh, 2020;J. Lee & Cho, 2018;Yeon & Choi, 2019)…”

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Changes and Paths of Children’s Happiness in Early Elementary School: Focusing on the Mediating Effects of Self-Esteem and the Moderating Effects of Gender

Song¹

2022

Korean J Child Stud

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Objectives: This study aimed to identify changes in the children’s happiness and in the paths from their academic performances, school adjustment after elementary school entrance, and the mediating effects of self-esteem and moderating effects of gender.Methods: Data from 400 children were used from the 8th to the 10th wave of the Panel Study on Korean Children. Children answered questions about their happiness and self-esteem, and their teachers rated academic performance and school adjustment. The latent growth model, path analysis, boot-strapping, and multi-group analysis were used with AMOS.Results: Children’s happiness showed the 2nd-year-change model. Gender was a significant predictor of their initial happiness values. Paths to children’s happiness were different based on grade. First-graders’ happiness was directly explained by school adjustment and indirectly explained by their academic performance through self-esteem. Second-graders’ happiness was affected only by their self-esteem; the school adjustment also showed significant direct effects on happiness in the third grade. The mediating effects of children’s self-esteem on academic performance and happiness were only evident in the first year of school. Finally, children’s gender didn’t have any significant Δχ2 differences in the path of all the grades.Conclusion: Children’s happiness starts at different levels by gender and increase after the first year of elementary school. Children have different paths to happiness depending on the grade. Self-esteem fully mediates academic performance and children’s happiness in the first-year of school, and school adjustment directly affects children’s happiness. Paths to children’s happiness are similar between boys and girls.

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Influences of Parents’ Interpersonal Caring Behavior on Happiness of School-Age Children: The Mediating Effect of Self-Esteem

Choi¹,

Lee²

2022

J Korean Acad Psychiatr Ment Health Nurs

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Purpose: The purpose of this study was to investigate differences in perception between school-age children and their parents on the parents’ interpersonal caring behavior and examine the mediating effect of self-esteem on the relationship between parents’ interpersonal caring behavior and happiness among late school-age children.Methods: The survey data of 109 pairs of school-age children and their parents were analyzed. The data were collected May 21-July 7, 2021 and analyzed using descriptive statistics, Pearson correlation coefficients, and multiple regression analyses based on the Baron and Kenny criterion.Results: The differences in perception between children and parents on the parents’ interpersonal caring behaviors were significantly different in noticing, sharing, and companioning. Parents' interpersonal caring behavior of children significantly positively correlated with self-esteem (r=46, p<.001) and happiness (r=.66, p<.001). Happiness also significantly positively correlated with self-esteem (r=.80, p<.001). Also, self-esteem (β=.63, p=<.001) had a significant partial mediating effect on the relationship between parents’ interpersonal caring behavior and happiness (Z=4.82, p<.001).Conclusion: It is necessary to develop an intervention program of interpersonal caring that improves happiness for the children.

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The Effects of School Psychological Environment, Family Environment and Personal Environment on Children’s Happiness

Cited by 3 publications

References 0 publications

The Effect of Parental Happiness on Children’s Happiness in the 4th Grade of Elementary School: Focusing on the Mediating Effects of Parenting Attitudes

The Effect of Parental Happiness on Children’s Happiness in the 4th Grade of Elementary School: Focusing on the Mediating Effects of Parenting Attitudes

Changes and Paths of Children’s Happiness in Early Elementary School: Focusing on the Mediating Effects of Self-Esteem and the Moderating Effects of Gender

Influences of Parents’ Interpersonal Caring Behavior on Happiness of School-Age Children: The Mediating Effect of Self-Esteem

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