Panel Study Of Korean Children Research Articles

영아기 의도적 통제가 아동기 학교적응에 미치는 종단적 영향: 집행기능 곤란의 매개효과

This study aimed to longitudinally explore the mediating effect of executive function difficulties in the relationship between an infant’s effortful control and a child’s school adjustment. For the analyses, data from 205 pairs of mothers and their children (106 boys, 99 girls) who participated in the 1st, 8th and 9th Panel Study of Korean Children (PSKC) were used. The survey data were analyzed using the structural equation model (SEM) with SPSS 21.0 and AMOS 18.0 programs. The major findings were as follows. First, the infant’s effortful control had negative effects on executive function difficulties, but effortful control did not have a significant effect on the child’s school adjustment. Second, executive function difficulties positively affected school adjustment. Third, the child’s executive function difficulties completely mediated the relationship between effortful control and school adjustment. This study explored the meaningful longitudinal path from the infant’s effortful control to school adjustment through executive function difficulties in early childhood. The results of this study may provide basic information for the childhood school adjustment interventions.

Effect of Mothers’ Work-Family Gains on Children’s Communication: Dual Mediating Role of Mothers’ Permissive Parenting Practices and Children’s Media Dependency

Objectives: Recently, there has been a noticeable increase in mothers who juggle their jobs and raising children. This study examined the effect of mothers’ work-family gains on school-aged children’s communication skills. Specifically, we investigated how this influence is dual-mediated by mothers’ permissive parenting practices and children’s media dependency.Methods: This study utilized data from 10th version of the Panel Study of Korean Children (PSKC). Data were collected from 707 children (364 boys, 343 girls) and their working mothers. The average age of children was 9.4 (<i>SD</i> = 1.40). The study conducted descriptive, correlation, regression analyses, including bootstrapping, employing SPSS 27.0, and the PROCESS macro version 4.2 to examine the hypothesized dual mediation model.Results: First, mothers’ work-family gains negatively affected children’s communication skills. Second, mother’s work-family gains had decreased mother’s permissive parenting practices and children’s media dependency, but increased children’s communication skills. Therefore, variables showed partial mediation effect on their relationship. Third, the dual mediation effect of mothers’ permissive parenting practices and children’s media dependency had verified significant indirect effects with a 95% confidence interval.Conclusion: These findings indicate the critical role of the effects of mothers’ work-family gains on children’s communication skills, dual mediated by mother’s permissive parenting practices and children’s media dependency. These findings highlight the importance of focusing on mothers’ work-family gains rather than work-family conflicts. Moreover, this study provides an academic basis for examining the importance of mothers’ work-family gains on school-aged children, including working mothers of infants or young children.

Identifying Types of Changes in Elementary School Students’ Perceived Academic Achievement Pressure and its Relation to Psycho-Emotional and Cognitive Characteristics

Objectives: This study identified the latent types of changes in academic pressure perceptions among elementary school students in fourth to sixth grade. Additionally, the study investigated the relation between these changes and psycho-emotional and cognitive characteristics.Methods: Data from the 11th-13th waves of the Panel Study of Korean Children (PSKC) were used for preliminary correlation and descriptive analyses in SPSS Windows software version 23. A three-step growth mixture model in Mplus was then employed to uncover differences in psycho-social characteristics associated with perceived academic pressure change types and variations in their cognitive characteristics.Results: Four types of perceived academic achievement pressure changes were identified among elementary school students: low-level steady increase, high-level steady decrease, low-level rapid increase, and high-level rapid decrease. These change types were associated with significant differences in psycho-emotional characteristics, such as academic stress, time use satisfaction, and self-esteem. Additionally, distinctive executive function difficulties were observed between the rapid increase and decrease of academic achievement pressure change types in elementary school students.Conclusion: The study confirmed distinct academic achievement pressure perceptions among elementary school students, emphasizing the roles of psycho-emotional factors (academic stress, time use satisfaction, and self-esteem) and cognitive factors (executive function difficulties) in understanding these variations. The study also discussed implications and proposed directions for future research.

Differentiated Effects of Media Exposure During Preschool and Early School Ages on Later Development, Based on Media Use

Objectives: This study aimed to differentiate between the effects of media exposure in preschool and early school ages on later development, based on media use intentions. The study specifically explored the impact of media use for education and entertainment at ages 5-6 and 8 on subsequent developmental outcomes at the age of 10, in areas of school- and media- related outcomes.Methods: The study included 1,766 children who participated in the Panel Study of Korean Children. Path analyses were conducted to examine the effect of early media use on later development. All independent variables regarding children’s media exposure were simultaneously included in the model. The developmental outcomes were then analyzed separately in the model.Results: Media exposure in preschool for entertainment negatively influenced children’s academic achievement and computer ability, increasing their addictive media use and behavioral problems. However, early school-age media exposure for education positively affected children’s academic achievement and computer ability. The adverse effects of media exposure for entertainment during preschool ages were apparent at age 10. Conversely, the positive impact of media exposure for education was only observed at the age of 10, when the exposure occurred at the age of 8.Conclusion: The influence of early media exposure varied significantly based on the media content and the age of exposure. Notably, media exposure for educational purposes after school entrance predicted the most desirable developmental outcomes.

Pathways from marital relationships to children's social-emotional development in Korea: The role of parenting and social support

Using three waves of data from the Panel Study of Korean Children (family N = 1,723), this study investigated whether and how the longitudinal effects of marital relationships on children's social-emotional development are mediated through parenting and the moderating role of social support in the mediating processes. Results showed that fathers’ coparenting and warmth and mothers’ parenting stress mediated the effects of marital relationships on children's externalizing and internalizing problems. Notably, some of the mediating processes were moderated by social support from extended family, friends, and neighbors. Our findings highlight the importance of considering both the proximal and broader family environment (e.g., social support from people outside the family) in understanding children's early social-emotional development.

아동의 미디어기기 중독과 어머니 일-가정 양립갈등이 아동의 학교적응에 미치는 영향에 대한 종단적 상호관계 검증

The purpose of this study is to identify longitudinal reciprocal relationship between children's media device dependency and mothers' work-family conflict. Also, this study explored the longitudinal effectiveness of children's media device dependency and mothers' work-family conflict on later children's school adjustment. Three waves(10th, 11th, 12th) of panel data from the Panel Study of Korean Children were analyzed in this study by using an adapted version of Autoregressive cross-lagged modeling. A total of 592 children and their mothers participated in the study. As a result, first, children's media device dependency and mothers' work-family conflict showed stability over time. Second, mothers' work-family conflict(T1) had a statistically significant effect on children's media device dependency(T2). Third, mothers' work-family conflict(T2) was not influenced by children's media device dependency(T1). Fourth, children's media device dependency(T2) was negatively influenced on children's school adjustment(T3). This study confirmed the interrelationships of children's media device dependency and mothers' work-family conflict. Also, this study found children's media device dependency had an longitudinal effect on children's school adjustment. Based on these findings, it suggests that intervention aimed at reducing children's media device dependency is necessary for developing intervention in the mothers' work-family conflict. In addition, children's media device dependency has a long term impact on children's school adjustment. That is, it is necessary to develop program that deal with using children's media device dependency for children's school adjustment.

우리나라 초등학생의 그릿(Grit)수준이 인지, 정서, 사회 발달에 미치는 영향

The purposes of this study were to identify the effect of Grit on cognitive, emotional, and social development and to investigate the differencial effect accroding to the type of student's life-long goal, and the level of household income. To do this, 9th to 11th waves of the Panel Study of Korean Children(PSKC 2018) were utilized, and generalized propensity score method applied. The results of this study were as follows. First, happiness, self-esteem, concentration, positive parenting attitude significantly influenced on students’ grit score(perseverance of efforts). The frequency of conversation with parents, the smart phone and PC utilization, and the sense of alienation affect students' grit score(consistency of interest). Second, Grit had a positive effect on students' happiness, self-esteem, life satisfaction, and peer relationships. Third, Grit showed differential effects on emotional, and social development according to the type of student's life-long goal, and the level of household income. Based on these results, the implications of this study and suggestions for future study were discussed.

Predictive Validity and Factors of Direct and Indirect Language Screening Measures for Children Using Panel Data

Objectives: The purpose of this study was to examine whether language abilities, measured by examiners and parents, at age 2 significantly predict later language skills. In addition, this study investigated whether the results of two language screening tests were consistent and which factors affected the agreement of the two measures.Methods: This study analyzed data from 1,739 Korean children who participated in the 3rd (T1, age 2), 6th (T2, age 5), and 10th (T3, age 8) Panel Study of Korean Children (PSKC). The Korean-Denver II test, the Korean-Ages and Stages Questionnaires (K-ASQ), the Receptive & Expressive Vocabulary Test (REVT), and the Multi-Factor Intelligence Test (M-FIT) were utilized to measure children’s language skills. To examine the predictive validity of the two language screening measures, a simple regression analysis was conducted. To investigate the factors affecting the agreement between the results of two measures, parental education level, parental style, knowledge of child development, and child temperament data were used.Results: Both the results of the Korean-Denver II test and K-ASQ at T1 significantly predicted children’s language skills at T2 and T3. It was also found that only parental style was significantly different between the groups classified by the agreement of the two language screening measures at T1.Conclusion: The results of this study revealed that both two language screening measures were valid tools for significantly predicting children’s later language skills. In addition, it was confirmed that the social interaction parental style was a factor affecting parents’ accurate evaluation of their children’s language skills.

The longitudinal effects of children’s temperament on maternal depression: A hierarchical linear modeling approach

Purpose: This study aimed to identify the longitudinal effects of children’s temperament on maternal depression.Methods: Data from a longitudinal cohort of the Panel Study of Korean Children (PSKC) from 2010 to 2012 were analyzed using hierarchical linear modeling. The survey included 1,721 mother-child dyads. The mothers reported on their children’s temperament and on maternal depression. The children’s temperament was measured by the Emotionality, Activity and Sociability-Temperament Survey for Children-Parental Ratings, while maternal depression was measured by the Kessler 6 Psychological Distress Scale.Results: The results showed that both children’s temperament and maternal depression were relatively stable when the children were between the ages of 2 to 4. The mean maternal depression scores were 11.83 in 2010, 11.88 in 2011, and 11.75 in 2012. There were significant negative correlations between the maternal depression scores and children’s ages, and sociability and activity subdomain scores ranged from r=-.05 to -.11 (p<.05). There was a significant positive correlation between children’s emotionality subdomain scores and maternal depression scores (r=.35, p<.001). Children’s temperament rament (emotionality: β=0.26, activity: β=-0.07, and sociability: β=-0.03) were significant factors in maternal depression.Conclusion: These findings indicate the need for the early assessment of and intervention for children’s temperament and maternal depression. The results of this study will provide basic data for the development of nursing education programs related to early assessment and intervention to improve the health and quality of life of young children and mothers.

미숙아의 영유아기 발달과 어머니의 우울, 양육스트레스 및 학습준비도

This study aimed to investigate the early childhood development of premature infants, mother's depression and parenting stress, and to explore their relationships with the school readiness of premature infants. Data from the 1st, 4th, and 7th years of the Panel Study of Korean Children were used, and a total of 90 newborns with a gestation period of less than 259 days or a birth weight of less than 2.5 kg were analyzed using weights from a longitudinal study. The results of the study showed the school readiness of premature infants was low in boys, those admitted in the intensive care unit after birth, those third or higher in birth order, those delivered vaginally, those achieved by assisted reproduction, hospitalization experiences of 1- and 3-year-olds, or questionable development in the screening test for infants under 1 year of age and at 2 years of age. The school readiness of premature infants showed a positive correlation with gestational period and birth weight and a negative correlation with duration admitted in the intensive care unit after birth, maternal depression, and parenting stress. This study provides basic data on the long-term development and learning readiness of premature infants, further longitudinal or interventional studies for which are suggested.

Particulate matter exposure during pregnancy increases risk of childhood asthma: modified by gender and NRF2 genotype.

Exposure to particulate matter (PM) has been known to develop asthma in children and the oxidative stress-related mechanisms are suggested. For the development of asthma, not only the exposure dose but also the critical window and the risk modifying factors should be evaluated. We investigated whether prenatal exposure to PM10 increases the risk of childhood asthma and evaluated the modifying factors, such as gender and reactive oxidative stress-related gene. A general population-based birth cohort, the Panel Study of Korean Children (PSKC), including 1572 mother-baby dyads was analyzed. Children were defined to have asthma at age 7 when a parent reported physician-diagnosed asthma. Exposure to PM10 during pregnancy was estimated by land-use regression models based on national monitoring system. TaqMan method was used for genotyping nuclear factor, erythroid 2-related factor, NRF2 (rs6726395). A logistic Bayesian distributed lag interaction model (BDLIM) was used to evaluate the associations between prenatal PM10 exposure and childhood asthma by gender and NRF2. Exposure to PM10 during pregnancy was associated with the development of asthma (aOR 1.03, 95% CI 1.001.06). Stratifying by gender and NRF2 genotype, exposure to PM10 during 26-28 weeks gestation increased the risk of childhood asthma, especially in boys with NRF2 GG genotype. A critical window for PM10 exposure on the development of childhood asthma was during 26-28 weeks of gestation, and this was modified by gender and NRF2 genotype.

Influence of parenting role sharing, parenting stress, and happiness on warm parenting behavior in mothers of children aged 6 years: an analysis using data from the seventh panel study on Korean children.

PurposeThe aim of this study was to examine the relationships among parenting role sharing, parenting stress, happiness, and parenting behavior of mothers with 6-year-old children.MethodsThis study used data from the seventh Panel Study of Korean Children, which began collecting longitudinal data on a sample of newborn households nationwide in 2008 and will continue yearly until 2027. The participants were 1,560 mothers of children aged 6 years. We conducted statistical analyses using descriptive statistics, the t-test, analysis of variance, Pearson correlation coefficients, and stepwise multiple regression.ResultsThe mean age of the mothers was 36.8±3.7 years. The mothers' perceived parenting role sharing (r=.07, p=.007), parenting stress (r=-.54, p<.001), and happiness (r=.38, p<.001) were significantly correlated with warm parenting behavior. Stepwise multiple regression analysis revealed that parenting stress (β=-.47, p<.001), happiness (β=.15, p<.001), and parenting role sharing (β=.11, p<.001) were significant predictors for warm parenting behavior by mothers.ConclusionIt is essential to reduce mothers' stress and increase their positive emotions (happiness). Fathers should actively share parenting roles in raising children to enhance mothers' warm parenting behavior.

Mediating Effect of Fathers’ Parenting Behavior on the Relationship Between Young Children’s Temperament and Peer Play Behavior

Objectives: Understanding peer play behaviors in young children is crucial because children's personal characteristics influence their peer play behaviors. In this study, we investigated the relationship between children’s temperament (4 years old), fathers’ parenting behavior (5 years old), and peer play behavior (6 years old) using longitudinal data from the Panel Study of Korean Children (PSKC). In addition, the mediating effect of fathers’ parenting behavior on the relationship between children’s temperament and peer play behavior was investigated.Methods: A total of 1,070 children and their fathers were extracted for analysis from the Korean Children's Panel Study (PSKC) 2012 (Year 5) to 2014 (Year 7). The correlations between the relevant variables and the mediating effects of fathers’ parenting behavior were analyzed using SPSS 25.0 and AMOS 25.0.Results: Correlation analysis showed that children’s emotionality and sociability were associated with fathers’ parenting behavior, whereas their sociality and activity were associated with their play disturbance. Next, there was no mediating effect of fathers’ warmth on the relationship between children’s temperament and children’s peer play interactions. The full mediating effects of the fathers’ control on the relationship between the child’s temperament (emotionality and sociability) and peer play behaviors such as disruption and disconnection were confirmed. Children’s activity had a direct effect on their peer play interaction and disruption.Conclusion: Peer play behavior revealed the importance of fathers’ controlling parenting behaviors and children’s temperament, especially in peer play disruption and disconnection. In particular, we confirmed the influence of father’s controlling parenting behavior on children’s sociability and emotionality temperament.

미디어 이용시간 및 책 읽기 시간에 따른 아동의 의사소통능력 차이: 군집유형별 분석을 중심으로

The study aimed to explore the difference in children"s communication skills according to their book reading and media use. The data were derived from the research statistics on 1,484 10-year-old children in the 10th Panel Study of Korean Children, by KICCE in 2018. The data were analyzed by t-test, ANOVA, correlation analysis, cluster analysis, and ANCOVA. The results show that in a week, the children spent 5.15 hours in book reading and 13.69 hours in media use. Second, the children"s communication skills gradually decreased as their media usage time increased and increased as their book reading increased. Third, children with low media usage time and high book reading time showed the highest level of communication skills.

초등학생의 행복감, 학교적응, 수학 수행능력의 종단적 관계

Objectives In this study, the stability and causal relationship among the three factors of elementary school students happiness, school adaptation, and math performance over time were analyzed using longitudinal data.&#x0D; Methods Using data from the 9th wave(2016, 2nd grade) to 11th wave(2018, 4th grade) of Panel Study of Korean Children(PSKC) surveyed from 2008 to 2018 by the Parenting Policy Research Institute. A autoregressive cross-lagged modeling was applied. Data analysis was verified using the Mplus 7.4 program, a structural equation model analysis program.&#x0D; Results The main results of the study are as follows: First, the relationship between happiness, school adaptation and math performance ability at three points(2nd grade to 4th grade) was shown to have statistically significant effects on happiness at a previous time school adaptation and math performance ability at a later time. Second, cross-causal relationships the results of study have shown that happiness at the previous time has a statistically significant static effect on happiness at the later time and ability to perform math performance ability at the later time. Appeared the cross causal relationships between the three factors revealed a significant cross causal relationship in happiness and school adaptation. Finally, the statistical significance of the autoregressive cross-lagged modeling showed that there was a statically significant longitudinal mediating effect of school adaptation in the effect of happiness on math performance ability.&#x0D; Conclusions This study found that the stability and the direction of the longitudinal causal relationship between the three variables were appropriate by confirming that the happiness, school adaptation, and causality of elementary school students over time had a positive effect on their math performance. This study is significant in that it suggested the need to consider the environmental variables surrounding students, not the fragmentary method of controlling happiness, to efficiently help elementary school students math performance ability.

Effects of Maternal Self-Esteem, Coparenting and Warmth in Early Childhood on Children’s Problem Behaviors at School Entry

Objectives: The present study examined the effects of maternal self-esteem, coparenting and warmth in early childhood on children’s problem behaviors at school entry.Methods: The data were drawn from the seventh (T1, age 5) and eighth (T2, age 6) waves of the Panel Study of Korean Children (PSKC). A total of 1,429 mothers of 6-year-old children at T2 participated in this study. Data were analyzed with Structural Equation Modeling (SEM).Results: First, in relation to direct paths, the mother’s self-esteem at age 5 had direct effects on both internalizing and externalizing problem behaviors when children were aged 6 at school entry. Second, regarding indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors at age 6 through coparenting at age 5 and maternal warmth, respectively. Lastly, in relation to other indirect paths, mother’s self-esteem at age 5 had indirect effects on children’s internalizing and externalizing problem behaviors sequentially at age 6 through coparenting at age 5 and maternal warmth.Conclusion: This short-term longitudinal study explored whether mothers’ self-esteem, coparenting, and warmth in early childhood have crucial effects on children’s internalizing and externalizing problem behaviors at school entry. The results emphasize the importance of positive family dynamics in early years of life to prevent children’s problem behaviors. The findings of this study offer meaningful foundation for designing parenting education programs for parents and families as well as behavioral intervention programs for children, and they can ultimately serve as basic data for heathy development of children and family.

Association between humidifier disinfectant exposure during infancy and subsequent neuropsychiatric outcomes during childhood: a nation-wide cross-sectional study

BackgroundThe purpose was to determine the association between infant exposure to humidifier disinfectant (HD) with neuropsychiatric problems in pre-school children.MethodsA total of 2,150 children (age 4–11 months) were enrolled in the Panel Study of Korean Children (PSKC) study. The Korean version of the Child Behavior Checklist (CBCL) was used for assessments of neuropsychiatric problems. 1,113 children who participated in all the first to third PSKC studies and answered a question about HD exposure were finally enrolled.ResultsThere were 717 (64.5%) children in non-HD group who were not exposed to HD and 396 (35.5%) in HD group with former exposure to HD. Exposure to HD was associated with total neuropsychiatric problems (adjusted odds ratio, aOR = 1.54, 95% CI = 1.15–2.06), being emotionally reactive (aOR = 1.55, 95% CI = 1.00–2.39), having attention problems (aOR = 1.96, 95% CI = 1.10–3.47), having oppositional defiant problems (aOR = 1.70, 95% CI = 1.07–2.71), and having attention deficit/hyperactivity problems (aOR = 11.57, 95% CI = 1.03–2.38). The risks for neuropsychiatric problems were clearly increased in boy, firstborn, and secondary smoker.ConclusionsExposure to HD during early childhood had a potential association with subsequent behavioral abnormalities.

The Reciprocal Longitudinal Relationship between Executive Dysfunction and Happiness in Korean Children.

The goal of this study was to examine the reciprocal longitudinal relationships between executive dysfunction and happiness for Korean children. We used data from the Panel Study of Korean Children (PSKC) conducted by the Korean Institute of Child Care and Education. A total of 1240 valid responses from the first to third grade in elementary school were analyzed using autoregressive crossed-lagged modeling. As a result, executive dysfunction and happiness were found to have reciprocal influences over the three time points. We also found that the cross-lagged effects of executive dysfunction and happiness were stronger than those of happiness on executive dysfunction. Clinical implications and limitations were discussed.

Marital Satisfaction and Depressive Symptoms Among Korean Couples With Young Children: Dyadic Autoregressive Cross‐Lagged Modeling

ObjectiveThe purpose of this study was to examine the bidirectional associations between marital satisfaction and depressive symptoms among Korean couples with young children.BackgroundThe associations between marital satisfaction and depressive symptoms have been known as reciprocal in actor effects. However, little research has examined partner effects, gender differences, and the directionality between them, particularly in collectivistic cultures.MethodWe investigated actor (i.e., the associations between marital satisfaction and one's own depressive symptoms) and partner (i.e., the associations between marital satisfaction and partner's depressive symptoms) effects, gender differences, and the directionality between marital satisfaction and depressive symptoms using a dyadic autoregressive cross‐lagged model. The participants were 1,264 couples in the Panel Study of Korean Children. The couples reported on marital satisfaction and depressive symptoms at three time points over a 4‐year period.ResultsThe results showed bidirectional associations in both actor and partner effects. In addition, a series of nested models found no gender differences in actor and partner effects and further revealed that the bidirectional associations were the same in both actor and partner effects.ConclusionThese findings enhance understanding of the reciprocal associations between marital satisfaction and depressive symptoms both within‐person and across partners for Korean couples in a collectivistic culture.ImplicationsThe findings provide evidence that couples therapy and/or dyadic treatment programs are needed for both spouses who experience depressive symptoms and marital problems. Brief screening of depressive symptoms and marital problems may be helpful to prevent a vicious cycle.

The Effects of Father’s Warm Parenting Behavior on Children’s Academic Achievement and School Adjustment During The Transition to Elementary School: The Mediating Role of Children’s Peer Play Behavior

Objectives: Children’s "Play" plays a central role in their development, and a father’s participation in raising children is as important as a mother's. This study examined the extent to which fathers’ parenting behavior with their preschool children influenced their academic achievement and school adjustment through children’s’ peer play behavior during the period of transition to elementary school.Methods: Using the Panel Study of Korean Children (PSKC), the present study included data on a total of 1,526 children and their father from 2013 (Time 6) to 2015 (Time 8). The hypothesized model was analyzed using structural equation modeling in Mplus 7.31.Results: Findings indicated that warmth of father’s parenting behavior at age five positively influenced children’s peer play behavior at age six, increasing interaction and reducing disconnection. It also influenced children’s school adjustment at age seven. Results indicated that the effects of the role of father’s warm parenting behavior on children’s academic achievement and school adjustment were mediated through peer play behavior. These results suggest the importance of father’s warm parenting behavior and children’s peer play behavior for their academic achievement and school adjustment during the transition to elementary school.Conclusion: These findings support the proposition that fostering a father’s parental warmth and encouraging children’s peer play would be a fruitful avenue to promote academic achievement and school adjustment during the transition to elementary school. In other words, this study explains the continuity of development from infancy to early school age and verifies that fathers’ parental warmth and children’s peer play in infancy are not limited to infancy through a series of long-term developmental pathways. Therefore, to improve school adaptation that affects social and cognitive development after entering elementary school, measures should be presented to support children’s play, and to support fathers’ warm parenting behavior in the future.