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논문 기본 정보

자료유형
학술저널
저자정보
노보람 박새롬 (서울대학교) 박혜준 (서울대학교) 최나야 (서울대학교)
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한국아동학회 아동학회지 아동학회지 제41권 제1호
발행연도
2020.2
수록면
15 - 28 (16page)

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초록· 키워드

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Objectives: This study aimed to investigate the types of educational support for mothers of early school-aged children, identify the influence of education belief and parenting capability on the different types, and compare the level of children’s school adjustment by the type of educational support.
Methods: A latent profile analysis, multiple logistic regression, and one-way ANOVA were conducted using data on 380 children from the Panel Study on Korean Parent Educational Involvement (PSKPEI) in 2017 (1<SUP>st</SUP> grade) and 2018 (2<SUP>nd</SUP> grade).
Results: First, the latent profiles of parental educational support were classified into three types: guidance/experience, guidance/control, and achievement/control. Second, the probability of being classified into each type differed depending on the predictive factors. In particular, the latent profiles of parental educational support were significantly explained by the following predictors: a) identifying with the child among the sub-factors of education belief, and b) understanding development, career development of child, and supportive environment among the sub-factors of parenting capability. Third, children of guidance/experience type parents were more likely to adapt to school life than those of the other types in the second grade.
Conclusion: This study empirically confirmed the influence of parental education support by showing that the level of children’s early adjustment to elementary school depends on the types of parental educational support.

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Introduction
Methods
Results
Discussion
References
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UCI(KEPA) : I410-ECN-0101-2020-598-000466345