Human Ecology Research

The Korean Home Economics Association (대한가정학회)
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Effect of Family Functioning on Preschoolers' School Readiness: Mediating Effects of Mothers' Affective Parenting and Preschoolers' Self-regulation

가족기능성이 어머니의 온정적 양육행동과 유아의 자기조절 능력을 매개로 학교준비도에 미치는 영향

  • Jung, Suji (Department of Child Development and Family Studies, Seoul National University) ;
  • Choi, Naya (Department of Child Development and Family Studies, Seoul National University/Research Institute of Human Ecology, Seoul National University)
  • 정수지 (서울대학교 아동가족학과) ;
  • 최나야 (서울대학교 아동가족학과, 서울대학교 생활과학연구소)
  • Received : 2018.10.03
  • Accepted : 2020.01.02
  • Published : 2020.02.28
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Abstract

This study examined if the effect of family functioning on preschoolers' school readiness can be mediated by mothers' affective parenting and preschoolers' self-regulation in the year before children enter elementary school. This study analyzed the 7th year data of panel study of Korean children collected by the Korean Institute of Child Care and Education. Statistical analysis included 1,513 pairs of 6-year-old children and mothers. Descriptive statistics analysis, correlation analysis, structural equation modeling, and bootstrapping analysis were conducted using SPSS 22 and Amos 20. The primary findings were as follows. First, the sub-factors of preschoolers' school readiness composed of children's social and emotional development, approach to learning, cognitive development and general knowledge, and communication were positively correlated with family functioning, mothers' affective parenting, and preschoolers' self-regulation. Second, the result of structural equation modeling showed that the indirect paths from family functioning to preschoolers' school readiness through mothers' affective parenting and preschoolers' self-regulation were significant, while the direct path was insignificant. Third, bootstrapping analysis showed that mothers' affective parenting and preschoolers' self-regulation fully mediated the relationship between family functioning and preschoolers' self-regulation. The findings provide the grounds for families and parents with preschool aged children to implement effective support practices to maintain a functional family system that can promote preschoolers' school readiness.

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