장혜인 교수

This prospective longitudinal study focused on self-regulatory, social-cognitive, and parenting precursors of individual differences in children's peer-directed aggression at early school age. Participants were 199 3-year-old boys and girls who were reassessed following the transition to kindergarten (5.5-6 years). Peer aggression was assessed in preschool and school settings using naturalistic observations and teacher reports. Children's self-regulation abilities and theory of mind understandin

Abstract We examined associations of proactive parenting, child verbal ability, and child effortful control within the context of a randomized prevention trial focused on enhancing parenting practices in low‐income families. Participants ( N = 731) were assessed annually from the age of two to five, with half randomly assigned to the F amily C heck‐ U p ( FCU ). Results indicated that the child's verbal ability at the age of three partially mediated the influence of proactive parenting at the ag

Abstract The goals of this study were to examine the additive and interactive effects of cumulative risk and child negative emotionality on children's social competence in the transition from preschool to school and to test whether these associations were mediated by child emotion regulation within a sample of 310 low‐income, ethnically diverse boys. Multiple informants and methods were used to measure contextual risk factors and negative emotionality at the ages of 1.5 and two, emotion dysregul

The goal of this study was to examine child and parent predictors of children's hostile attribution bias (HAB) with a particular focus on exploring the associations between parents' early attribution of child misbehavior and children's HAB in the transition to school-age. Participants were 241 children (118 girls) of middle-income families who were at risk for school-age conduct problems. Multi-method, multi-informant data were collected on maternal attributions of child misbehavior, parental us

본 연구에서는 아동의 발달과정을 거치면서 아동과 부모가 서로 지속적으로 영향을 주고받는다는 교류모형을 적용하여 초기 아동기에 아동의 부정적 정서성 기질과 어머니의 우울간의 종단적 상호관계를 살펴보았다. 육아정책연구소에서 구축한 한국아동패널연구의 1차년도(아동연령 만 0세)에서 5차년도 자료를 활용하였으며 아동의 부정적 정서성, 어머니의 우울, 인구학적 특성에 대한 정보는 어머니의 보고를 통해 수집하였다. 다변량 잠재성장모형으로 분석한 결과, 아동의 부정적 정서성은 0세에서 4세까지 그 증가속도가 점차 감소하는 비선형적 변화를 보였다. 또한 부모효과(0세 어머니의 우울 → 0세 아동의 부정적 정서성)와 아동효과(아동의 부정적 정서성 초기치 및 변화율 → 4세 어머니의 우울)가 모두 유의하게 나타나 교류모형을 지지하였다. 이러한 결과를 바탕으로 연구의 이론적, 정책적 시사점과 한계점을 논의하였다.

본 연구는 국내 선행연구에서 보고된 아동의 자기조절과 심리사회적 적응(외현화 문제, 내재화 문제, 중독, 사회적 유능감)의 관계를 메타분석을 통해 체계적으로 분석하였다. 이를 위해 초등학교 6학년 이하의 아동을 대상으로 2013년까지 국내 학술지에 게재된 총 62개의 연구가 포함되었으며, Hunter와 Schmidt(2004)의 무선효과모형(random-effects model)을 적용한 메타분석을 실시하였다. 분석결과, 자기조절은 외현화 문제, 내재화 문제, 중독과는 부적 상관, 사회적 유능감과는 정적 상관을 보였다. 한편, 탐색적으로 진행한 조절변인 분석에서는 자기조절 하위유형, 측정방법, 그리고 아동의 성별과 연령대가 조절변인으로 작용하는 것으로 확인되어, 이들 변인에 따라 자기조절과 적응지표 간 관계가 다른 것으로 나타났다. 본 연구는 지금껏 국내 아동을 대상으로 이루어진 자기조절과 심리사회적 적응 간 관계에 대한 연구를 실증적으로 통합했다는 의의를 지니며, 아동의 심리사회적

This study examined the longitudinal association between children's early callous-unemotional (CU) traits and social competence in the transition to school-age, and tested whether this relationship was moderated by child executive function and maternal warmth. Participants were 643 children (49% girls) who were part of the Panel Study on Korean Children (PSKC) of the Korea Institute of Child Care and Education (KICCE). Mothers rated children's CU at 5 years and executive function at 8 years, and

This study examined the relationships among stress, gaming time, and problematic game use (PGU) in adolescents, evaluating whether non-digital hobbies (NDHs) may moderate these relationships. A total of 1447 Korean adolescents, aged 11–15 years (57.8% women), provided data on their stress levels, NDHs, average daily gaming time, and PGU. Results indicated that gaming time partially mediated the relationship between stress and PGU. Furthermore, the number of NDHs and the proportion of active NDHs

We examined heterotypic continuity of emotional and behavioral control (EBC) across early childhood and related early manifestations of EBC to children's school adjustment in 310 low-income, ethnically diverse boys. Multiple informants and methods were used to measure different indicators of EBC at 18, 24, 42, and 60 months, which were chosen to reflect salient regulatory challenges children face across development. Teachers rated boys' externalizing and internalizing behaviors, and social skill