This study aims to examine whether infants’ negative emotionality influences mothers’ parenting behaviors through parenting stress of mothers and whether mothers’ grit moderates this influence. We utilized data from 2,157 households in the first wave of the Korean Early Childhood Education and Care Panel Study. Data analysis was conducted using SPSS 29.0 and PROCESS Macro models 4 and 7 for mediating and moderated mediating effects, respectively. The results are as follows. First, infants' negative emotionality affected parenting behaviors through mothers' parenting stress. Infants' negative emotionality increased parenting stress, which in turn influenced parenting behaviors. Second, mothers’ grit moderated this mediation effect by strengthening the effect of infants’ negative emotionality on mothers’ parenting stress, which subsequently reduced parenting behaviors of mothers. This study suggests that since mothers and infants influence each other reciprocally, infants' negative emotionality can trigger mothers' parenting stress and behaviors, which in turn can affect the infant. The study also confirms that mothers' grit can serve as a protective factor against parenting stress. This study is meaningful because it shows the importance of a mother's grit as a factor that can positively develop mother-infant interactions.
The purpose of this study is to examine the moderated mediation effect of perfectionistic self-presentation and friend support on the relationship between maternal psychological control and social anxiety among early adolescents. A total of 322 adolescents in the 1st and 2nd grades of middle school participated in the study. Data were analyzed using t-tests, and moderated mediation Model 14 in the Process macro for SPSS. Girls reported higher levels of perfectionistic self-presentation than boys, whereas no gender differences found for maternal psychological control, social anxiety, or friend support. Testing the model within each gender group showed that, for girls, maternal psychological control was associated with greater social anxiety indirectly through higher perfectionistic self-presentation, and this indirect effect was weaker when friend support was higher. For boys, the moderated mediation effect was not supported. Overall, the findings suggest that peer support may buffer the social anxiety risk associated with maternal psychological control via perfectionistic self-presentation, particularly among girls, underscoring the need for gender-sensitive prevention efforts that target perfectionistic self-presentation and strengthen supportive peer relationships.
This study compares reading experiences and reading competence by disability type and analyzes the predictive power of reading experiences for reading competence among 245 children with developmental disabilities across eight regions (106 five-year-olds, 139 first and second graders) and 148 teachers. Group differences were analyzed using analysis of covariance (ANCOVA) and controlling for disability severity. The predictive relationship between reading experiences and reading competence was examined via hierarchical regression controlling for disability type, severity, and grade. The findings are as follows. First, reading experiences varied by disability type. Among children with intellectual disabilities, lower-elementary students showed significantly lower reading volume and time than five-year-olds, with no differences for autism spectrum disorder or developmental delay. Second, differences in reading competence also varied by disability type. For intellectual disabilities, the kindergarten group scored higher than the lower elementary group in the cognitive and environmental domains, whereas for autism spectrum disorder and developmental delay, the lower elementary group scored higher only on some cognitive sub-factors. Third, greater reading volume and time were associated with higher reading competence in the cognitive, affective, and environmental domains. These findings suggest customized reading instruction reflecting disability type and developmental period, and the importance of ensuring rich daily reading experiences.
This study aims to examine the relationship between conformity to masculine norms and dating violence perpetration, mediated by gender role conflict and shame among men in their twenties who had been in heterosexual relationships. Self-survey data of 396 men were analyzed to test a structural equation model and indirect effects via bootstrapping. The results revealed that the direct effect of conformity to masculine norms on dating violence perpetration was not significant. The simple mediation effect of gender role conflict was not significant, while the mediation effect of shame was significant. The serial mediation effect of gender role conflict and shame was significant. The present findings underscore that gender role conflict and shame may serve as crucial mechanisms linking masculinity-related pressures to dating violence perpetration.
This study aims to identify the longitudinal changes in empathy of adolescents, examining their relation to parent and peer attachment. To this end, 1,194 middle school students were selected in the data from the 14th to 16th waves of the Panel Study on Korean Children, and a growth mixture model was conducted using SPSS 29.0 and Mplus 8.7. The results are summarized as follows. First, the linear model was suitable for longitudinal changes in adolescents’ empathy and the change patterns were classified into three latent profiles: high-level slowly decreasing, mid-level steady, and mid-level rapidly decreasing. Second, adolescents who reported higher levels of communication with their fathers and greater trust were more likely to belong to the mid-level steady group than the high-level slowly decreasing group. In contrast, those with higher levels of communication with their mothers were more likely to belong to the high-level slowly decreasing group than the mid-level rapidly decreasing group. Furthermore, adolescents experiencing greater peer alienation were more likely to belong to the high-level slowly decreasing or the mid-level rapid decreasing group than the mid-level steady group. These findings suggest the need for differentiated support tailored to middle school students’ empathy trajectories and highlight the importance of considering both parent and peer attachment in understanding their empathy development.
