scholarly journals Longitudinal Effects of Preschool Children’s Media Exposure and Maternal Depression on School Adjustment during First Grade: Mediating Effect of Attention Problem

2020 ◽  
Vol 58 (2) ◽  
pp. 267-278
Author(s):  
Bo Lim Suh ◽  
Heesoo Han ◽  
Tae Ryun Kim ◽  
Jinsil Jo ◽  
Min Ju Kang
Keyword(s):  
Maternal Depression ◽  
School Adjustment ◽  
Media Exposure ◽  
First Grade ◽  
Attention Problems ◽  
Mediating Effect ◽  
Supporting Evidence ◽  
Children's Media ◽  
Korean Children ◽  
Attention Problem

This study examined the longitudinal effect of preschool children’s media exposure and maternal depression on first-grade children’s school adjustment and the mediating effect of attention problem. Longitudinal data from the Panel Study of Korean Children (PSKC) collected by the Korea Institute of Child Care and Education (KICCE) was used to examine this hypothetical model. The subjects of the study included 2,150 children (1,091 boys and 1,059 girls) and their mothers across 2013 (5 yrs.) through 2015 (7 yrs.). The Structural Equation Model (SEM) was estimated using SPSS 25.0 and Amos 25. The results of this study were as follows. First, higher level of preschool children’s media exposure and maternal depression were related to higher attention problems after a year and lower level of children’s school adjustment during first-grade. Second, preschool children’s media exposure and maternal depression had an indirect effect on first-grade children’s school adjustment via attention problem. The results of this study will provide supporting evidence to many educators and parents for the implementation of effective practices for first-grade children to enhance their school adjustment. Furthermore, this study emphasizes the importance of maternal psychological wellbeing and the risk of indiscriminate media exposure during early childhood on first-grade’s school adjustment.

scholarly journals A Mediating Effect of Peer Relations on the Association between Parental Achievement-Oriented Expectation and Depression among High School Students

2020 ◽  
Vol 58 (2) ◽  
pp. 229-238
Author(s):  
Youngmi Shin ◽  
Meejung Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Relations ◽  
Adolescent Depression ◽  
Negative Impact ◽  
Mediating Effect ◽  
Panel Survey ◽  
School Students ◽  
Korean Children ◽  
Male Adolescents

This study examined the effect of parental achievement-oriented expectation on high school students’ depression and verified the mediating effect of peer relations on relations. Data were derived from the 7th wave (2016) of Korean Children and Youth Panel Survey (KCYPS), and 1,979 high school students were included. Descriptive statistics analysis, correlation analysis, multiple regression analysis, and a Sobel test were conducted using STATA. The main results were as follows. First, male adolescents perceived higher parental achievement-oriented expectation, lower peer relations, but lower depression than female adolescents. Second, parental achievement-oriented expectation was negatively related to adolescent peer relations but positively related to adolescent depression. This implies that adolescents whose parents have a higher level of achievement-oriented expectation have lower level of peer relations and higher level of depression. Third, adolescents’ peer relations significantly mediated the relation between parental achievement-oriented expectation and high school students’ depression. The result of Sobel test supported the significance of the mediating effect. The results highlighted a negative impact of parental achievement-oriented expectation on adolescents’ mental health, and addressed how parental achievement-oriented expectation affects adolescents’ depression by showing an important mechanism of peer relations, which was missed in previous research.

LONGITUDINAL RELATIONS BETWEEN TEMPERAMENT TRAITS AND BEHAVIORAL SYNDROMES IN MIDDLE CHILDHOOD

PEDIATRICS ◽  
1994 ◽  
Vol 94 (4) ◽  
pp. 526-526
Author(s):  
Richard D. Rende
Keyword(s):  
Early Childhood ◽  
Behavior Problems ◽  
Delinquent Behavior ◽  
First Grade ◽  
Attention Problems ◽  
Behavioral Syndromes ◽  
Temperament Traits ◽  
Infancy And Early Childhood ◽  
Anxiety Depression ◽  
High Emotionality

Objective: This study tested Graham and Stevenson's 1987 hypothesis specifying links between EAS (emotionality-activity-sociability) temperament traits and behavioral syndromes of depression, hyperactivity, and delinquency in an unselected sample of 164 children in infancy and early childhood. Method: Mothers completed the Colorado Child Temperament Inventory. Each mother also used the Child Behavior Checklist (CBCL) to report on her child's behavior problems after the child's completion of first grade. Scores on three CBCL scales, anxiety/depression and attention problems, and delinquent behavior, were examined in relation to the EAS traits. Results: For boys, high emotionality in infancy and early childhood was associated with high scores on both the anxiety/depression and attention problem scales. For girls, both high emotionality and low sociability predicted high scores on the anxiety/depression scale. There were no associations between EAS traits and attention problems for girls. There was little evidence for links between EAS traits and delinquent behavior for either boys or girls. Conclusions: The results are discussed with respect to temperamental traits as risk factors for the emergence of behavior problems in childhood.

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