文章基本信息

标题：Analysis on the Structural Relationship Between Second-Graders’ Prosocial Behavior, Mother-Child Interaction, Executive Function Difficulty, and Language Ability
其他标题：초등학교 2학년 아동의 친사회적 행동에 영향을 미치는 모-자녀 상호작용 경험, 집행기능 곤란, 언어능력의 구조적 관계 분석
本地全文：下载
作者：Jae Yoon Kim ; Tae-ryun Kim ; Min Ju Kang 等
期刊名称：Adonghakoeji
印刷版ISSN：1226-1688
电子版ISSN：2234-408X
出版年度：2021
卷号：42
期号：2
页码：305-314
DOI：10.5723/kjcs.2021.42.2.305
语种：Korean
出版社：Korean Association of Child Studies
摘要：Objectives: Despite being an important period in the development of prosocial behavior, the early school-age period of children’s lives has not received much attention. Moreover, few studies have identified the roles of executive function and language ability in the relationship between motherchild interaction frequency and early school-age children's prosocial behavior. Thus, this study sought to examine the mediation effect of executive function difficulties and language abilities in the relationship between mother-child interactions and prosocial behavior of second graders. Methods: The subjects included 900 second graders, their mothers, and their teachers from the ninth wave of the Panel Study on Korean Children (PSKC). Structural equation modeling (SEM) and bootstrapping were conducted with AMOS 26.0, SPSS 25.0, and PROCESS macro programs so as to examine the mediation effects. Results: First, children’s language abilities and executive function difficulties showed a significant direct effect on prosocial behavior. Second, although mother-child interactions did not show direct effects upon children’s prosocial behavior among their peers, children’s executive function difficulty mediated the effect of mother-child interactions in regard to prosocial behavior. Lastly, children’s executive function difficulties and language abilities sequentially mediated the effect of mother-child interaction in regard to prosocial behavior. Conclusion: These findings provide an in-depth understanding on early school-age children’s prosocial behavior. Furthermore, the findings suggest intervention for promoting development of prosocial behavior among early school-age children by identifying the roles of environmental, cognitive and linguistic factors. Focusing on enhancing children’s executive functions and language abilities is critical for early school-age children’s prosocial behavior development. These findings highlight the need for developing domestic intervention program for executive function difficulties of early school-age children so as to promote prosocial behavior.
关键词：prosocial behavior;mother-child interaction;executive function difficulty;language ability;second graders;Panel Study on Korean Children