| So Hyun Moon | 6 Articles |
Purpose
This study was conducted to identify the sexual maturation, parenting attitude, maturity fear and emotional and behavioral problems of girls in elementary school, and to examine the relation between these variables and factors that influence emotional and behavioral problems. Methods Participants were 128 second, third and fourth year students from 3 elementary schools. Data were analyzed using t-test, ANOVA and Scheffé test, Pearson correlation coefficients, and stepwise multiple regression with SPSS/WIN 21.0. Results Emotional and behavioral problems were related to eating rate, eating breakfast, frequency of late-night snacks and main communicator on pubertal development. Emotional and behavioral problems showed a positive correlation with maturity fear and father’s parenting attitude (strictness) and a negative correlation with parenting attitude and father’s parenting attitude (intimacy). Maturity fear, father’s parenting attitude, eating breakfast, and main communicator on pubertal development had significant influence on emotional and behavioral problems of girls in elementary school. Conclusion Findings show that for effective management of emotional and behavioral problems in elementary school girls, programs including coping with maturity fear, supportive parenting of father, diet education, and functional communication with mother on pubertal development should be developed.
PURPOSE
This descriptive correlational study was designed to examine the relationship of perfectionism to anger thought and problem behaviors. In addition, the mediating effect of anger thought in relation to perfectionism and problem behaviors was investigated. METHODS Data were collected from 807 students in a girls' high school, and descriptive statistics, t-test, ANOVA, and hierachical multiple regression were used with SPSS/PC 18.0 program to analyze the data. RESULTS There were significant differences in anger thought (primary and secondary anger-thought) and problem behaviors between the upper 25% and lower 25% group for perfectionism. Primary and secondary anger-thought had a significant mediating effect in relation to perfectionism and problem behaviors. CONCLUSION For effective management and prevention of adolescent women's problem behaviors, programs including perfectionism and anger thought should be developed. Further research is necessary in order to draw a consensus on cognitive factors as mediators between the related factors of problem behaviors. Citations Citations to this article as recorded by
PURPOSE
The purpose of this study was to examine gender differences in self-competence, social anxiety and depression in upper level primary school children. METHODS In this cross-sectional study, data were collected from 180 students in grades 5 or 6 (83 boys and 97 girls). The instruments used for this study were a self-report questionnaire, the Self-Perception Profile for Children, the Revised Social Anxiety Scales for Children (SASC-R) and a Depression Instrument. For data analysis, descriptive statistics, t-test, Pearson correlation coefficients, and stepwise multiple regression were used with the SPSS/PC ver 12.0 program. RESULTS The only gender difference was in depression and girls reported more depression than boys. Social competence showed significantly negative correlations with depression and social anxiety. Gender differences were found in self competence in the prediction of depression and social anxiety. CONCLUSION The results of this study indicate that there are gender differences in self competence which influence depression and social anxiety. Thus, enhancing self-competence could prevent social anxiety and depression in children but, differences in gender should be considered when developing programs to enhance self-competence. Citations Citations to this article as recorded by
PURPOSE
This descriptive correlational study was designed to examine the relationship of attachment security to social anxiety and depression. In addition, the mediating effect of self competency in relation to attachment security and the other variables was investigated. METHODS Data were collected from 194 students in grade 5 or 6, and descriptive statistics, Pearson correlation coefficient, and hierachical multiple regression were used with SPSS/PC 12.0 program to analyze the data. The instruments used were Kerns, Klepac and Cole's Security Scale, La Greca & Stones' Revised Social Anxiety Scales for children (SASC-R), Cho and Lee's Korean form of Kovacs' children's Depression Inventory (CDI) and Harter' Self-perception Profile for Children. RESULTS There were significantly negative effects between attachment security and the variables, social anxiety and depression. Also, self competency was negatively correlated with social anxiety and depression. Self competency had a significant mediating effect on the relation of social anxiety and depression to attachment security. CONCLUSION For the effective management and prevention of social anxiety and depression in school-aged children, programs including strategies to increase self competency should be developed. These programs can increase self competency which has a mediator role between attachment security and the other variables (social anxiety and depression). Citations Citations to this article as recorded by
PURPOSE
This cross-sectional study was designed to identify anger-expression types in late school-age children and to investigate the relation of anger and the anger-expression type to their eating disorders. METHOD Two hundred fifty four children in elementary school were recruited from 14 to 25, April, 2008. The data were analyzed by using descriptive statistics, cluster analysis, t-test, ANOVA, and Tukey's multiple comparison test. RESULT Three anger-expression types in late school-age children were found; Anger-in/out, Anger-control, and Low anger-expression types. Children frequently using the anger-out/in type among the three types and with a higher trait anger reported higher eating disorders. Particularly trait anger and unhealthy anger expression type were linked to eating disorders. CONCLUSION This study suggests that a specific anger management program needs to be developed for late school-age children with high trait anger and frequently using the anger out/in expression type and Anger-control type than low anger-expression types. Further research needs to be done with large samples and discussed in terms of the role of gender in eating disorders. Citations Citations to this article as recorded by
PURPOSE
The purpose of this study was to examine gender differences in eating disorders and in several risk factors; body dissatisfaction, perfectionism, self-esteem, and depression. METHOD The data were collected from 423 students in grades 5 or 6 (230 male and 193 female) in this cross-sectional study. For data analysis, descriptive statistics, t-test, Pearson correlation coefficient, and stepwise multiple regression were used with the SPSS/PC ver 12.0 program. RESULTS Girls experienced more symptoms of eating disorders, body dissatisfaction, and depression than boys. There were also gender differences in risk factors. For girls, depression, socially-prescribed perfectionism, and body dissatisfaction were related to eating disorder behaviors, whereas for boys, depression, self-oriented perfectionism, body dissatisfaction, and self-esteem were related to eating disorder behaviors. CONCLUSIONS The results of the present study indicate that risk factors for eating disorders for boys and girls may be different, and these differences have implications for understanding the etiology of eating disorders and should be considered in planning possible nursing interventions.
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