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Objectives: This study aimed to confirm how self-esteem in childhood affects self-regulated learning in early adolescence. Additionally, we aimed to confirm the mediating effect of ego-resiliency in childhood and the dual mediating effect of academic motivation. Methods: Data from the Panel Study on Korean Children were used: self-esteem in the 4th grade of elementary school students in the 11th wave (2018), ego-resiliency and academic motivation in the 5th grade of elementary school students in the 12th wave (2019), and 1st grade of secondary school students in the 14th wave (2021). To explore the structural relationship between these variables, the measurement and structural model verifications were conducted using SPSS 26 and AMOS 26. Results: First, childhood self-esteem had a direct positive effect on self-regulated learning in early adolescence. Second, in the process of childhood self-esteem affecting self-regulated learning, a mediating effect of ego-resiliency appeared. Third, in the process of self-esteem in childhood affecting self-regulated learning afterwards, ego resiliency influenced academic motivation, resulting in a double mediating effect. Self-esteem did not directly affect academic motivation but through the complete mediation of egoresiliency. Conclusion: This study revealed the importance of increasing self-esteem, ego-resiliency, and academic motivation during childhood to improve the level of self-regulated learning in early adolescents. In particular, the importance of strengthening ego-resiliency was discussed in terms of its effect on self-regulated learning through the complete mediation of ego-resiliency in childhood. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to explore the influences of maternal attitude toward child emotional expressiveness, young child attachment stability, and emotion regulation ability on problematic behaviors. The participants of this study consisted of 279 children (age 5), and their mothers, and 48 teachers. Methods: The data was analyzed by means of t -test, Pearson correlation, confirmatory factor analysis, and SEM analyses. Results and Conclusion: The major findings were as follows. First, higher maternal attitude toward child emotional expressiveness was associated with better child attachment stability. Second, higher child attachment stability was associated with better child emotion regulation at home and lower problematic behavior. Third, higher child emotion regulation at home and in the classroom was associated with lower problematic behavior. Fourth, maternal attitudes toward child emotional expressiveness directly impacted levels of problematic behavior. Fifth, child emotional regulation fully mediated the effect of attachment stability on problematic behavior. [ABSTRACT FROM AUTHOR]

The purpose of this preliminary study was to investigate the validity of the ‘Attachment Q-set' as a measuring tool for 5 years attachment stability. The subjects comprised 18 boys and 15 girls aged 5 in a daycare center in G city, in Kyongnam. The instruments used in this study were ‘Attachment Q-set', ASCT, and IPPA-R. Based on experts' rating, the Q-set was modified, reducing it from 90 to 75 items, and used a Likert 5-points scale. ASCT scores as well as types were compared with the scores of the Q-set and IPPA-R. The attachment type was classified into either secure or insecure. The IPPA-R score of the secure infants was significantly higher than the insecure, and correlated with the ASCT score. However, there was no significant correlation between the Q-set score with the attachment types or the ASCT scores. The Q-set scores were partially correlated with the IPPA-R. This results were discussed in terms of the Q-set's invalidity for rating attachment levels of 5 years as well as the limitations imposed by the subjects' restrictive numbers. [ABSTRACT FROM AUTHOR]