Earticle

본 연구는 부모의 자녀에 대한 관심이 학업효능감을 매개로 하여 진로 포부 에 미치는 영향을 살펴보고 이를 토대로 중도입국 청소년의 진로 포부를 강화 시키는 보호요인을 파악하는 것이다. 이를 위해 서울시 내 이주민 밀집지역에서 재학 중인 중도입국 청소년 142명을 대상으로 BaronㆍKenny(1986)가 제안한 매 개효과검증 3단계 절차를 기반으로 회귀분석을 실시하였다. 분석 결과, 자녀에 대한 부모의 관심, 학업효능감, 한국어 실력이 진로 포부에 정적인 영향을 미치 는 것으로 나타났다. 또한 학업효능감이 부모의 관심이 진로 포부에 미치는 영 향을 부분매개하는 것으로 나타났다. 이상의 결과를 바탕으로 중도입국 청소년 의 진로 포부를 향상시키기 위해 제시한 사회복지적 개입 방안은 다음과 같다. 첫째, 부모를 대상으로 자녀의 학업과 진로를 지원하는데 필요한 정보와 역량을 강화하는 워크숍 운영을 제안하였다. 둘째, 가족 단위의 상담 및 개입을 통해 부모의 관심이라는 보호요인의 효과를 극대화시킬 필요성을 제시했다. 끝으로 학업효능감을 증진시키는 교과 프로그램 및 콘텐츠의 제공을 제안했다.

This study explores how parental involvement impacts the career aspirations of adolescents who recently immigrated to Korea, particularly through the lens of academic self-efficacy. Analyzed through regression with a sample of 142 students from migrant-dense areas in Seoul, the findings indicate that parental involvement, academic self-efficacy, and proficiency in Korean all positively affect career aspirations. Notably, academic self-efficacy partially mediates the relationship between parental involvement and career aspirations. To support newly immigrated adolescents in developing their career goals, the study recommends implementing workshops for parents to enhance their skills in supporting their children's academic and career pathways. Additionally, it highlights the importance of family-based counseling and interventions to strengthen the beneficial impact of parental involvement.

This paper tried to investigate the relationship between motivational factors for study and learning flow in case of foreign language learning. In this context, a research model was proposed with learning flow as a dependent variable and subject-specific interests, self-efficacy as independent variables. Also parental involvement and teacher leadership were included as moderating variables for analysis. Data were collected from middle school students in Gyeongnam province. The research result shows that subject-specific interests and self-efficacy have a positive influence on learning flow. However, parental involvement did not have an influence on the relationship between subject-specific interests and learning flow as well as their relationship between self-efficacy and learning flow. The hypothesis regarding the moderating role of teacher leadership was partially accepted. It turned out that teacher leadership did have an influence on the relationship between self-efficacy and learning flow, however, no moderating effect on the relationship between subject-specific interest and learning flow.

본 연구는 기혼 유자녀 맞벌이 남성의 부성역할 수행 경험을 탐색하는 것으로 목적으로 한다. 이를 위해 심 층면담과 문서를 활용하여 자료를 수집하였으며, 맞벌이 아버지 10명이 연구에 참여하였다. 자료수집은 2012년 9월부 터 12월 사이에 이루어졌으며, 수집된 자료는 분석적 귀납에 근거한 지속적 비교분석방법을 사용해 분석하였다. 자료 의 분석결과 참여자들은 바람직한 아버지 상에 대한 인식과 실제적인 역할 수행의 불일치, 생계부양자와 돌봄 제공자 역할 수행으로 인한 긴장, 그리고 자녀에 대한 헌신과 직업적 성취욕구 간의 갈등을 경험하고 있었으며, 이러한 갈등 은 점진적으로 가족 의사소통과정에서의 소외라는 결과를 가져왔다. 이를 토대로 아버지의 적극적인 가족생활 참여를 지원하기 위한 사회적 인식 제고방안과 함께 가족, 노동시장, 지역사회, 그리고 정부 차원의 다각적인 접근과 제도의 운영을 제안하였다.

The aim of this study is to explore fathers’ own expectations and experiences of fatherhood along with their views of what it meant to be a ‘good’ father. Qualitative methodologies were used; semi-structured in-depth interviews with 10 dual-earner fathers with young children. Interviewees overwhelmingly welcomed the opportunities offered to them by the new fatherhood model and supported a perceived cultural shift towards men and fathers being involved in, rather than detached from, family life. However tension and difficulty in living the ideal were also reported: gaps between perceptions and behaviors; struggle for traditional breadwinning role and caring; conflicts between selflessness and career and uninvolved in family decisions. Political and practical considerations are discussed, and the implications of this study for future research are identified.

배경: 다문화청소년에 대한 교육관여는 그 중요성에도 불구하고 시간이 지남에 따라 점차 감소하고 있다. 목적: 본 연구의 목적은 다문화청소년 자녀를 둔 부모의 교육관여의 종단적 변화와 그 영향요인들을 경 험적으로 검증하는 것이다. 방법론/접근 : 본 연구는 다문화청소년 부모의 교육관여의 발달경로를 파악함으로써 교육관여와 관련된 요인들 간에 관계를 잠재성장모형을 활용하여 분석하였다. 분석자료로 한국청소년정책연구원의 다문화청 소년 패널조사 4(중1)∼6차(중3) 부모 자료 1,360명을 사용하였다. 분석방법은 잠재성장모형을 활용하였 다. 결과/결론 : 분석결과 부모의 일상생활 스트레스가 높을수록, 문화적응 스트레스가 높을수록, 부모효능감 이 높을수록, 한국어능력이 높을수록, 부와 모의 학력이 높을수록, 가구소득이 높을수록 교육관여의 초기 값은 높았다. 또한 부모의 일상생활 스트레스, 부모효능감, 그리고 한국어능력은 연령이 증가함에 따라 교육관여의 변화율에 영향을 미치는 것으로 나타났다. 시사점 : 다문화청소년 자녀를 둔 부모의 교육관여는 연령이 증가함에 따라 점차 감소하며, 다양한 영향 요인들이 존재하는 것을 확인하였다. 이는 부모의 교육관여에 대한 다양한 개입의 초점에 대한 지점이 있음을 보여주고 있다. 마지막으로 연구의 제한점 및 후속연구의 방향을 제시하였다.

Background: Involvement of education to multicultural adolescents has been decreased over time despite of its importance Purpose: The objective of this study is to empirically investigate the longitudinal changes and influences of parental factors on their involvement in the education of multicultural adolescents. Methodology/Approach: This study explored the developmental trajectories of parental involvement using latent growth modeling, analyzing three years of longitudinal data (from 7th to 9th grade) from the Multicultural Adolescents Panel Study (MAPS). Findings/Conclusions: The findings revealed that the level of parental involvement in education decreased over time. Specifically, parents who experienced higher levels of everyday stress, acculturative stress, parenting efficacy, Korean language proficiency, educational attainment, and household income exhibited higher levels of involvement in their children's education during the 7th grade. Additionally, acculturative stress, parenting efficacy, and Korean language proficiency significantly influenced the developmental changes in parental involvement over time. Implications: In summary, the results suggest that parental involvement in the education of multicultural adolescents should be a focal point in various intervention programs, considering the diverse factors that influence this involvement. And finally the limitation and discussion of future study was explained.

이 연구는 중학생들의 사이버폭력 가해 경험에 친구와 학교, 부모가 미치는 영향력 을 살펴보고자 하였다. 대다수 연구에서 중학생은 청소년들 중 사이버폭력 가해경험이 가장많다고나타나 왔다. 그리고친구와학교, 부모는그들의성장과정에가장 큰영향 력을 미친 사회통제집단이라 할 수 있다. 하지만 사이버폭력의 원인을 청소년 개인에 초점을 맞추거나, 사회통제집단에서는 부모의 양육태도, 자녀와의 관계에 중점을 둔 분 석이 대부분이었다. 이에 본 연구는 한국정보지능사회진흥원의 ‘2021년 사이버폭력실태 조사’를 토대로 2차 분석을 진행하였으며, 연구대상은 지역별, 학년별 층화계층추출방 식을 통해 초등․고등학생을 제외한 전국의 중학생 3,002명으로 하였다. 여기서 친구관 계와 학교 관여의 영향력까지 확인하는 한편, 부모 관여에서는 자녀의 디지털 활용에 대한 통제로 범위를 한정하였다. 분석결과, 중학생들은 친구관계가 원만한 경우, 학교에서 사이버폭력 예방을 위한 관여도가 높은 경우 사이버폭력 가해경험이 낮아지는 부(-)의 영향력을 보였다. 하지 만 가설과 달리 부모의 자녀 디지털기기 사용 통제 등 관여는 사이버폭력 가해경험에 영향을 주지 못한 것으로 확인되었다. 이를 통해 친구관계의 개선, 사이버폭력 예방 등 을 위한 학교의 관심과 지도 등 관여 확대를 위한 방안들을 제언하였다. 이 연구는 그간 사이버폭력의 요인으로서 필요성에 비해 분석이 부족했던 친구관계 와 학교관여의 영향력을 확인했다는 점에서 의의가 있다. 후속 연구는 지역사회, 종교 등 기타 사회집단을 아우르는 다양한 변인들을 설정하고 그에 기초해 영향력을 분석할 필요가 있다.

The purpose of this study was to examine the influence of friends, school, and parents on cyberbullying experiences among middle school students. Most studies have shown that middle school students experience the most cyberbullying among adolescents, and that friends, school, and parents are the social control groups that have the most influence on their development. However, most analyses of the causes of cyberbullying have focused on individual adolescents or, in the case of social control groups, on parents' parenting attitudes and relationships with their children. This study conducted a secondary analysis based on the data of ‘2021 Cyberbullying Survey' of the National Information society Agency (NIA), and the research subjects were 3,002 middle school students nationwide, excluding elementary and high school students, through stratified sampling by region and grade level. I examined the influence of friendships and school involvement, while limiting the scope of parental involvement to control over their children's digital use. The results showed a negative association between good friendships and school involvement in cyberbullying prevention, with middle school students experiencing less cyberbullying perpetration. However, contrary to our hypothesis, parental involvement, such as controlling children's digital device use, had no effect on cyberbullying perpetration. This study recommends ways to increase parental involvement, such as improving friendships and providing guidance to schools to prevent cyberbullying. The significance of this study is that it confirmed the influence of friendship and school involvement, which have been under-analyzed as factors in cyberbullying. It is necessary to analyze the influence of various variables including community, religion, and other social groups in follow-up studies.

본 연구는 동네환경이 아동의 학업성취도에 미치는 영향, 즉 아동의 학업성취에 대한 동네효과를 분석하였다. 또한 동네환경에 따라 부모의 교육적 관여 행동의 체계적인 차이가 있음에 주목하여, 아동의 학업성취에 대한 교육적 관여수준의 매개효과를 검증하였다. 분석결과, 영구임대주택 거주기간은 아동의 학업성취에 통계적으로 유의미하게 부적인 영향을 미쳤으며, 이러한 영향은 개인, 가족수준의 변수들을 통제한 이후에도 지속적으로 나타났다. 그리고 부모의 교육적 관여의 매개효과를 검증한 결과, 부모의 교육적 관여는 아동의 학업성취에 대한 동네효과를 부분 매개하는 것으로 나타났다. 본 연구의 결과는 아동발달의 주요한 지표 중에 하나인 학업성취 문제에 대한 정책적･실천적 접근에서 아동이 거주하는 동네환경이 주요하게 고려되어야 함을 보여준다. 또한 아동의 학업성취에 대한 동네의 부정적인 효과를 완화하기 위해서는 부모의 교육적 관여수준을 높이기 위한 지역사회의 실천적 개입의 필요성을 보여준다.

This study analyzes the influence of neighborhood environment on children's educational attainment and also estimates the pathway of this focusing on the role of parental involvement. Results from this study show that duration of living on public housing, high-poverty area, is negatively associated with educational attainment and this relationship lasts even after controlling individual and family-level variables(household income, family structure, welfare dependence, etc). Also, results from this study prove the relationship between duration of living on public housing and children's educational attainment which is mediated by the parental involvement. Findings from this study suggest that in tackling educational attainment, one of the critical index of child development, we should consider not only individual and family-level factors but also the role of neighborhood environment. Moreover, we need to develop programs to enhance the level of parental involvement to alleviate the negative influence of high-poverty neighborhood.

본 연구는 초등학생을 대상으로 진로포부에 대한 부모의 학습관여와 학업적 자기효능감과의 관계를 알아보기 위한 것이었다. 연구대상은 서울, 경기 지역의 초등학생 262명이었고 부모의 학습관여형태 검사, 학업적 자기효능감 검사, 진로포부 검사로 구성된 설문지를 실시하였다. 각 변인들 사이의 관계를 알아보기 위해 상관분석과 회귀분석, 구조방정식 모형검증을 통한 매개효과 분석을 실시하였다. 연구결과 첫째, 부모의 학습관여가 높을수록 아동의 학업적 자기효능감은 높아졌고 어머니보다는 아버지의 관여가 아동의 학업적 자기효능감에 더 큰 영향을 미치고 있었다. 둘째, 학업적 자기효능감은 부모의 학습관여와 진로포부사이의 관계를 완전매개하고 있었다. 즉, 부모의 학습관여가 진로포부에 미치는 직접효과는 유의미하지 않았으며 학업적 자기효능감을 통한 간접효과만 유의미하였다. 분석결과에 대해 선행연구와 관련하여 논의하고, 연구의 의의와 한계 및 후속연구를 위한 제언을 제시했다.

In the present study, we investigated whether academic self-efficacy mediates the relationship between parental academic involvement and career-aspirations. The research participants were 285 fifth grade elementary school students living in Kyunggi and Seoul. The subjects completed the Parent Academic Involvement Type Scale, the Academic Self-efficacy Scale and the Career-aspirations scale. Correlation and Structural equation modeling was employed to analyze the data. The major findings were as follows. Firstly, parental academic involvement was positively related to academic self-efficacy and career- aspirations. Moreover, it was found that the academic involvement of the father was stronger than that of the mother. Secondly, academic self-efficacy was revealed to function as a mediator in the relationship between parental academic involvement and career-aspirations in this population group. Suggestions for future studies and for career counseling for the middle school students were made.

본 연구는 부모의 교육개입 방식을 교육관여와 공부압력으로 구분하고, 이 두 방식이 청소년 자녀의 우울정서에 영향을 미치는 경로에서 가족대화시간에 의해 조절된 미래불안의 매개효과를 통합적으로 검증하였다. 초록우산에서 수집한 ｢2024년 아동행복지수 생활시간조사｣의 초등 4학년∼고등 2학년 6,726명 자료를 활용하여 조절된 매개모형을 추정하였다. 분석 결과, 교육관여는 미래불안과 우울정서를 유의하게 낮추고, 공부압력은 두 지표를 유의하게 높였다. 또한, 가족대화시간의 조절효과는 ‘교육관여→미래불안’ 경로에서만 나타나, 가족대화시간이 길수록 교육관여의 미래불안 감소 효과와 간접효과(교육관여→미래불안→우울정서)가 커졌다. 반면, 공부압력 경로의 간접효과는 가족대화시간에 의해 유의하게 조절되지 않았다. 이러한 결과는 부모 교육개입 방식의 속성 측면에서 교육관여가 공부압력과 달리 지지적 속성을 가진다는 질적 차이가 자녀의 정서 경로를 다르게 한다는 것과, 가족대화시간이 교육관여의 긍정적 영향을 강화하는 데 효과적이라는 점을 시사한다. 이러한 결과에 기반하여, 본 연구는 정서소통 중심의 부모교육과 공부압력 완화를 위한 인식개선의 근거를 제공하였다.

This study distinguishes parental educational approaches as educational involvement and academic pressure and tests a moderated mediation model in which future anxiety mediates the associations between these approaches and adolescents’ depressive affect, with time spent communicating with family (family communication time) moderating the mediation pathway. We estimated a moderated mediation model using data from 6,726 South Korean students in grades 4?11 (elementary grade 4 through high school year 2) drawn from ChorogUsan's 2024 Child Happiness Index Time-Use Survey. Educational involvement was significantly associated with lower levels of future anxiety and depressive affect, whereas academic pressure was significantly associated with higher levels of both outcomes. Family communication time moderated only the educational involvement → future anxiety path: as family communication time increased, educational involvement was more strongly associated with lower future anxiety, and the indirect effect of educational involvement on depressive affect through future anxiety increased. In contrast, the indirect effect of academic pressure was not significantly moderated by family communication time. These findings suggest that educational involvement, unlike academic pressure, reflects a more supportive parental approach that shapes adolescents’ emotional pathways differently, and that greater family communication time strengthens the positive association of educational involvement. Overall, the results provide an empirical basis for parent education centered on emotion-focused communication and for awareness-raising efforts aimed at alleviating academic pressure.

This study aimed to investigate the pathways from the parental over-involvement to on college students' suicidal thought with mediating effects of their self-awareness, happiness. For this purpose, this study used a data from the Korean Education Longitudinal Study, KELS, provided. The data was made up 2,500 participants(689 male college students, 1,811 female college students), who had already experienced the suicidal thought by themselves. For analysis of the data, this study applied to Structural Equation Modelling, analyzing in AMOS Statistics Program. The results of this study are as follows; First, in the female college students case, the parental over-involvement directly influenced their suicidal thought, but it did not have any effect on that in case of male students. Second, for direct effects to their suicidal thought, the self-awareness in female students influenced the their suicidal thought. Otherwise, the male students' suicidal thought was not related to the parental over-involvement. Lastly, both male and female students' suicidal thought had a effect from their happiness which was influenced by the self-awareness.

본 연구에서는 초등학고 고학년 학생들이 지각한 부모의 학습관여와 진로성숙도의 관계에서 학습동 기가 가지는 매개효과를 알아보는 것에 있다. 이를 위하여 경기도 남부에 위치한 3개 초등학교와 인천광역시에 위치한 1개 초등학교 소속 5-6학 년 21개 학급의 학생 479명을 대상으로 초등학생이 지각한 부모의 학습관여, 학습동기, 진로성숙도를 측정하기 위한 검사를 실시하였다. 수집된 자료는 SPSS 25 프로그램을 활용하여 측정도구의 신뢰도 분석과 상관분석을 실시하였고, PROCESS Macro 프로그램을 활용하여 회귀분석 및 매개효과의 유의 성 검증을 위한 부트스트랩(Bootstrap)을 실시하였다. 연구의 주요 결과는 다음과 같다. 첫째, 초등학교 고학년이 지각한 부모의 학습관여, 학습동기, 진로 성숙도 사이에는 유의미한 관계가 있었다. 둘째, 초등학생이 지각한 부모의 학습관여와 진로성숙도의 관계에서 학습동기의 매개효과를 살펴본 결과 부분매개효과가 있었다. 본 연구를 통해 부모가 자녀가 인식하는 긍정적인 학습관여를 많이 실시했을 때, 학습동기를 매개로 미래를 준비하기 위해 갖춰야 할 진로성숙도에 유의미한 영향을 미침을 확인할 수 있었다.

The purpose of this study is to find out the mediating effect of learning motivation in the relationship between parental learning involvement perceived by the upper grades of elementary school and career maturity, and to find out the relationship between parental learning involvement perceived by the upper grades of elementary school, learning motivation and career maturity. To this end, 479 students in 21 classes in 5th and 6th grades belonging to 3 elementary schools in southern Gyeonggi-do and 1 elementary school in Incheon were tested to measure their parents' learning involvement, motivation, and career maturity. The collected data were analyzed for reliability and correlation of measurement tools using the SPSS 25 program, and bootstrap was conducted to verify the significance of regression analysis and mediating effects using the PROCESS Macro program. The main results of the study are as follows. First, there was a significant relationship between parental learning involvement perceived by the upper grades, learning motivation, and career maturity. Second, as a result of examining the mediating effect of learning motivation in the relationship between Parental learning involvement perceived by the upper grades and career maturity, there was a partial mediating effect. Through this study, it was confirmed that when parents engaged in many positive learning interventions perceived by their children, it had a significant effect on career maturity to prepare for the future through learning motivation.

본 연구는 조손가족 조부모의 양육스트레스가 손자녀의 학교적응에 미치는 영향을 양육태도와 공격성이 매개하는지 그 경로를 분석하고, 가정위탁서비스 수혜여부에 따라 매개경로가 달라지는지 조절효과를 검증하는데 목적이 있다. 전국적으로 표집된 위탁가정 대리양육 조부모 186명과 비위탁가정 조부모 61명, 그리고 그들의 손자녀 설문조사자료를 토대로 가정위탁 여부에 따른 다집단 분석을 수행하였다. 분석결과, 조부모의 양육스트레스는 손자녀가 인식한 조부모의 양육태도와 공격성에 매개되어 학교적응에 영향을 미치는 것으로 나타났다. 이러한 매개경로는 가정위탁 여부에 따라 집단 간 차이를 보였는데, 위탁가정으로 지정된 조손가족의 경우 조부모의 양육스트레스가 손자녀의 학교적응에 미치는 부정적인 영향이 손자녀가 지각한 조부모의 양육태도로 완전 매개되어 통계적으로 유의하게 감소된 반면, 비위탁가정의 경우 조부모 양육태도의 매개효과는 관찰되지 않았다. 비위탁가정의 조부모 양육스트레스는 직접적으로, 그리고 손자녀의 공격성을 악화시켜 간접적으로, 손자녀의 학교적응을 약화시키는 것으로 분석되었다. 결론적으로 위탁가정에 제공되는 위탁부모교육, 위탁아동적응 관련 정서적 지원서비스 등은 조부모의 양육스트레스가 손자녀의 학교적응에 미치는 부정적 영향력을 완충하는 데 기여한다고 할 수 있다. 연구결과에 따른 정책적, 실천적 함의와 제언을 논의하였다.

This study examines differences between in and out of foster care services in predicting pathways from grandparents' parental stress to their grandchildren's school adjustment. Potential mechanisms underlying this association are also examined, testing affection-acceptance and autonomy-authority parenting attitude perceived by grandchildren, and aggressive behavior as possible mediators. Nationally recruited sample of 186 grandparents in kinship foster care system and 61 grandparents informally raising grandchildren, and their grandchildren responded to survey questions in 2009. Analyses were conducted using multiple-group path modeling. Grandparents' parental stress predicted a lower level of affection-acceptance and autonomy-authority parenting attitude, which in turn impact grandchildren’s aggressive behaviors. Grandchildren's aggression was associated with later poorer school adjustment. Receiving foster care services was a protective factor interrupting the significant, negative association between parental stress and school adjustment after accounting for parenting styles and aggression among foster families. For grandparents and their grandchildren without foster care involvement, the direct influence of parental stress on their grandchildren's school adjustment remained significant even after controlling for these mediators. Overall, this study suggests that parental training programs and counseling services supporting students raised by grandparents, provided through the kinship foster care system, serve as a significant buffer against the influence of grandparents' parental stress on school adjustment. Implications for policy and practice are discussed with regard to grandparents raising their grandchildren with or without foster care involvement.

이 연구는 국제결혼 이주 여성의 교육열을 탐색하기 위해 그들의 교육기대와 교육지원활동에 주목하였다. 국제결혼 이주 여성의 가정배경과 한국 사회에 적응하려는 태도를 기준으로 유형을 성장형, 도전형, 부진형, 시련형 등으로 분류한 후 가정유형별 교육열을 심층면접을 통해 확인하였다. 심층면접을 위해 지방 광역시 두 곳과 지방 중소도시 한 곳의 다문화 관련 기관을 선정하여 기관에서 운영하는 프로그램에 참여하고 있는 여성들 중 이미 학교에 재학하고 있거나 또는 취학을 앞둔 자녀를 둔 국제결혼 이주 여성 12명을 대상으로 선별하였다. 분석결과, 국제결혼 이주 여성들이 자녀 교육에 대하여 높은 관심과 기대를 가지고 있다는 것을 알 수 있었다. 그러나 이러한 이상적 교육기대가 실제로 교육지원활동으로 연계되지는 못하고 있는 상황이었다. 면담 대상자들은 전반적으로 자신의 출신국과 다른 교육문화와 한국어 능력 부족 등의 이유로 직접적으로 자녀를 지도하는데 어려움을 격고 있었으며, 자녀의 교육정보를 수집하는데도 어려움이 있었다. 그리고 대부분 어려운 경제적 상황으로 인해 자녀의 사교육비용에 대한 부담감을 가지고 있었으며, 직접적으로 자녀교육에 개입하지 못하고 많은 부분을 학교 또는 학원 등의 가정 밖 교육기관에 의존하고 있었다. 국제결혼 이주 여성의 가정유형에 따른 교육기대와 교육지원활동의 차이는 분명하게 드러나지는 않았다. 그러나 국제결혼 이주 여성들이 거주하는 지역 사회의 환경에 따라 자녀교육에 대한 교육기대와 교육지원활동 수준에서 차이를 보였으며, 주로 활동하는 기관의 특성에 따라서도 차이가 있는 것으로 확인되었다. 결과적으로, 국제결혼 이주 여성의 자녀 교육에 대한 기대와 지원활동이 그들의 자녀들의 교육에 상당부분 영향을 미칠 가능성이 있음을 확인하였다. 따라서 사회는 이들의 교육지원활동이 체계적이고 지속적으로 이어지도록 기반을 조성하고 도움을 주는 역할을 수행해야 할 것으로 판단된다.

This study analyzed married immigrant mothers’ Enthusiasm for their children`s education by focusing on their educational expectations and parental involvement for their children. The participants in this study were twelve married immigrant mothers with school-age children, and these mothers were from various multicultural community centers which were located in two metropolitan cities and one small city. Based on the married immigrant mothers’ family background and their attitude towards adjusting to Korean society, the researchers categorized the subjects into four types: development type, challenge type, slump type, and hardship type. Next the researchers conducted semi-structural interviews for each married immigrant mother’s type. Based on the interviews, the researchers found married immigrant mothers commonly showed high educational expectations and interests to their children. However, there was a gap between their practical parental involvement and ideal educational attainment aspiration for their children. In addition, there were explicitly different levels of educational expectations or parental involvement among married immigrant mothers’ types. They struggled to instruct their children due to a lack of Korean proficiency and their country of origin’s different educational culture. As well, it experienced difficulties in collecting information about their child’s education. They were burdened with the cost of private education of their children because of economic hardship. As a result, they entrusted their children with educational institutions such as schools or private academies for the education. Nevertheless, the data showed that married immigrant mothers’ educational expectations and parental involvement varied according to the conditions of the community and the characteristics of the multicultural community centers that they are mainly educated in. As a result, it was confirmed that married immigrant mothers’ educational expectations and level of parental involvement could affect their children’s education considerably. Thus, Korean society should build a social base which supports and helps married immigrant mothers to continue parental involvement for their children practically.

This study examines the characteristics of parental involvement in their children’s education and explores the factors which contribute to a pattern of parental involvement among Korean families. This study investigates the variables as analytical tools that describe the nature of parental educational aspiration, difficulties and barriers to participate in their child’s education, and social capital as parental network. This study used qualitative interviews and its coding process as following a model of “naturalistic paradigm.” For the sample, this study selected Korean immigrant parents and teachers in a medium-sized city in the southeastern United States. Results show that the biggest barrier for Korean immigrant parents to participate in their child’s education was cultural deficit or cultural difference as they confront their child’s teacher. It is cultural difference that the relationship between teacher and parents is vertical or hierarchical in Korea, whereas in the U.S. the relationship between teacher and parent is more like horizontal or equal. Korean immigrant parents have also difficulties to participation in their child’s schooling because of their language skills, lack of school information, and no time. They communicate with teachers by written document such as a notice they prepared at home, email by internet, or letter. Most of Korean immigrant parents in this study tried to visit and talk with their teachers individually. For the new families to the U.S., social network was considered to be essential and helpful. Korean immigrant parents in this study had their homogeneous ethnic group network. However, the relationships were not maintained continuously because of the lack of correct school information and competitive consciousness among Korean parents.

본 연구의 목적은 부모 애착, 학습에 대한 부모참여, 아동의 미래에 대한 인식 간의 관계가 어떠한지를 살펴보 고, 각 변인들이 아동의 미래에 대한 인식에 미치는 영향력을 구체적으로 파악하여 아동의 미래에 대한 긍정적 인식 을 향상시키고자 하는 것이었다. 한국아동패널 12차년도(2019년) 자료를 대상으로 빈도분석과 기술통계 분석을 하였 고, 변수간의 상관분석을 위해 Pearson’s의 적률상관계수를 산출하였다. 아동의 미래에 대한 인식에 관한 부모 애착, 학습에 대한 부모참여의 설명력을 살펴보기 위해 다중회귀분석을 실시하였다. 연구 결과는 다음과 같다. 첫째, 부모 애착, 학습에 대한 부모참여, 아동의 미래 인식의 모든 잠재 변수들 간의 상관관계가 유의미한 상관관계를 보이는 것 으로 나타났다. 둘째, 아동의 미래에 대한 인식에 관한 설명력은 ‘모’ 신뢰감, ‘가정’ 기반 참여, ‘부’ 신뢰감, ‘모’ 의사 소통 순으로 나타났다. 이 같은 결과는 아동이 미래를 긍정적으로 인식 하는데 있어 부모의 신뢰와 온화하고 따스한 분위기의 가정 기반 학습 참여가 중요한 변인으로 작용한다는 것을 의미하는 것이었다.

The purpose of this study was to improve children's positive perceptions of the future by examining the relationship between parental attachment, parental involvement in learning, and children's perceptions of the future, and by identifying the specific influence of each variable on children's perceptions of the future. Frequency analysis and descriptive statistical analysis were performed on data from the 12th year of the Korean Children's Panel (2019), and Pearson's moment correlation coefficient was calculated for correlation analysis between variables. Multiple regression analysis was performed to examine the explanatory power of parental attachment to children's perception of the future and parental participation in learning. The research results are as follows. First, the correlations among all the latent variables of parental attachment, parental participation in learning, and children's future perception showed significant correlations. Second, the explanatory power of children's perception of the future was found in the order of 'mother' trust, 'family'-based participation, 'father' trust, and 'mother' communication. These results suggested that parental trust and warm, warm participation in home-based learning were important variables in children's positive perception of the future.

Parental involvement in family language planning and practice is crucial to children’s bilingual development. To foster children’s learning experience, some Korean non-native English-speaking parents have decided to speak English to their children, called ‘parental English education.’ This qualitative study takes a particularized look at parental involvement and home language activities in out-of-school contexts by focusing on how families use their two languages and create an English-friendly home environment. Along with semi-structured interview with parents, participant observation with audio/video recordings and ethnographic field notes were used to gather data. Thematic analysis of interview transcripts and video-recorded family conversations were adopted in this study to examine home language practices among family members and linguistic interactions during family activities. Data analysis was focused on parental involvement and self-created literacy practices in home domains using samples of home language practices of family members. Findings of this research suggest that bilingual parenting require consistent efforts and mutual cooperation among family members, especially if parents are not native speakers of the target language. Moreover, at least one parent must necessarily dedicate major time and efforts to create a language-friendly home environment while both parents must remain vigilant concerning the overall development of their children.

Studies on teaching English as a foreign language (EFL) in children have extensively focused on the school context, but the home environment has not been fully studied. In the present study, parental involvement, children’s learning needs, and reading motivation were measured to explain young Chinese EFL readers’ behaviors. The participants were 278 primary school students, together with their parents, who completed questionnaires and an English reading test. The results revealed that parental involvement had a prevalent role in facilitating children’s reading motivation and achievement, and it did not vary in terms of parents’ educational backgrounds and children’s gender. The children reported the highest degree of satisfaction with belonging needs, but the lowest with esteem needs. Multiple regression analyses indicated that (1) the extra instructional spend and parental involvement were weak predictors of children’s EFL reading performance; (2) self-actualization needs were found to be the best predictor of intrinsic reading motivation, and parental involvement had a stronger impact on children’s first language intrinsic reading motivation than on EFL; and (3) neither parents’ educational background nor extra instructional spend influenced children’s EFL intrinsic reading motivation.

This study adopts a micro-perspective toward examining the parental involvement of Korean mothers in their children’s English Education. The data are interview extracts involving two mothers from different socioeconomic backgrounds. By analyzing the discursive positions, affective stances, and linguistic devices that the mothers endogenously construct throughout the interview, this study demonstrates the usefulness of applying positioning theory to the situated investigation of parental involvement. The findings indicate that both mothers narrate from the position of responsible mothers but are limited in their ability to directly teach their children themselves. In coping with their limitations, the two mothers drastically differ in that one resorts to the private sector while the other is restricted to advising her child to simply memorize spelling. These findings shed light on the possible applications of positioning theory as a data-driven, methodological framework for examining Korean mothers and their varying dimensions of parental involvement across different socioeconomic classes from the participants' own perspective.

Over the past decade there has been increased attention to the topic of parental involvement in school. However, little research has examined Korean American parents’ involvement in the U.S. This study examined the perceptions of administrators, teachers, and Korean American parents of parental involvement in a U.S. public kindergarten. Through the in-depth interviews, observations, and school documents, this study showed that there was perceptional disparity regarding parental involvement between the school personnel and the Korean American parents. While all the participants regardless of their positions supported the significance of parental involvement, the perceptional gap has been revealed regarding the meaning and expected types of parental involvement between the two groups. Moreover, the school personnel were fully satisfied with their current provision of the parent involvement program without much consideration of the barriers or needs that the Korean American parents faced in their participation. Thus, the findings of this study suggest that it is critical for teachers and administrators to recognize the possible struggles and disadvantages that Korean American parents and other minority parents might experience in their schools and make conscious efforts to respond to the needs of minority parents.

The study reports on the relationships between parent involvement and school adjustment behaviours that contribute to the broader constructs of hyperactivity, internalizing and externalizing behaviours for children attending KG-1 public schools across the Emirate of Abu Dhabi. Confirmatory factor analysis and structural equation modelling identify factors that contribute to constructs of hyperactivity, internalizing and externalizing behaviours. The analysis identifies the relative contribution of each of these factors to the adjustment domain of problem/maladaptive behaviour. The study also tests the effect of the parental involvement dimension on the three behaviour constructs. The results of structural equation modelling demonstrate that parental involvement significantly contributes to a decrease of the undesired aspects related to externalizing, internalizing and hyperactivity behaviours. The highest influence is observed for reducing ‘arguing with others, acting sad or depressed and being easily distracted’. The most significant driver of parental involvement is parents speaking with teachers on a regular basis. In general, student gender does not influence children's behaviour adjustment.