어머니의 통제적 양육행동과 아동의 집행기능곤란, 문제행동의 변화궤적에 따른 잠재집단 간 종단적 이행양상 분석

Abstract

Objectives The purposes of this study were to identify latent classes according to the trajectory of changes in mothers' controlling controlling child-rearing behavior in infancy, executive function difficulties in early school age, and internalizing and externalizing problem behaviors in school age, and to identify the transition patterns between latent classes for finding interventions to prevent and reduce problem behaviors.
 Methods 860 mothers and children's data taken from Panel Study on Korean Children's 4th to 12th years were analyzed. For the analyses of this study, SPSS Statistics 23.0 and Mplus 8.7 were used, and latent growth model(LGM), growth mixture model(GMM), sequential-process growth mixture model(SP-GMM) were used as statistical analysis models.
 Results First, as a result of GMM, 3 latent classes for the mother's controlling child-rearing behavior, 5 latent classes for the executive function difficulties in children's early school age were found. Also, 4 latent classes for the internalizing problems in the school age of children and 3 latent classes for the externalizing problems in the school age of children were found. Second, result of SP-GMM showed that, there were high probability of transition from the latent class for high level of mother's controlling child-rearing behavior with child in infancy to the latent class for high level of executive function difficulties in children's early school age through the latent classes for high level of internalizing/externalizing problems in children's the school age.
 Conclusions In order to prevent internalizing and externalizing problem behaviors in school-age children, it is necessary to reduce and prevent executive function difficulties in early school-age children, and for prevention the executive function difficulties, interventions that reduce the mother's controlling child-rearing behavior in infancy can be helpful. In addition, this study suggests that it is more effective to implement different interventions for each latent class than to do the same intervention for all childten in order to reduce children's executive function difficulties and prevent internalizing and externalizing problem behaviors.