The purpose of this study is to find out how the personal temperament of infants and toddlers changes in the development and how latent groups with different trajectories are related to subsequent adjustment-related factors. Therefore, the Latent growth model was applied in this study to investigate...
The purpose of this study is to find out how the personal temperament of infants and toddlers changes in the development and how latent groups with different trajectories are related to subsequent adjustment-related factors. Therefore, the Latent growth model was applied in this study to investigate the trajectory of personal changes in the temperament of infants and young children. For each of the subfactors of temperament, namely emotionality, activity and sociability, we explore the differences of change intra-individuals and inter-individuals over time. Secondly, the Growth Mixture Model was applied to classify individual trajectories of temperament from infancy to toddlerhood, and then identify the characteristics of each subtype of temperament. Finally, in this study the differences in adjustment were compared and analyzed between latent groups of infancy and toddlerhood temperament change types. Adjustment was analyzed separately from the problem behavior of the fifth year (4 years old) as maladjustment factors, and school adjustment of the eighth year (7 years old) as adjustment factors.
The data utilized in this study are the research data on ‘Panel Study of Korean Children(PSKC)’ conducted by the Korea Institute of Child Care and Education, a government-contributed research institute under the Prime Minister. For analysis, source materials from 2008(age 0) through 2012(age 4) and data of 2015(age 7) were used among the published data.
First of all, the trajectory of temperament change of emotionality, activity and sociability variants was investigated. There has been a significant change. In addition, this implies that emotionally and activity initial values have significant differences between individuals, and differences in the trajectories of variation between individuals have also been observed.
Secondly, the latent group based on Infants and toddlers temperament change trajectory was investigated by applying Growth Mixture Model, and three groups were confirmed: emotionality, activity and sociability. In the case of emotionality, there were "maintenance group" in which low depression emotions measured in the first year were maintained over time, "increasing-persistent group" with low initial values but steadily increasing initial values, and "decreasing-persistent group" with high initial values. In the case of activity, the initial level of activity was typified as a "mid-maintenance group" that maintained at a moderate level over time, a "high-increase-weak-decrease group" whose initial value was high and decreased after a slight rise, and a "low-sustained-decrease group" that became lower over time. Compared to other groups, sociability was found to be a "mid-maintenance group" that maintained at an intermediate level over time, a "low-maintenance group" that maintained a low initial value, and a "high-maintenance group" that showed higher sociability than other groups in the first year.
Finally, according to the adjustment relationship between the latent groups of the change trajectory, the "increase-sustaining" group was significantly higher than the other two groups in internalization (M=11.97, overall average=8.24), externalization (M=11.25, overall average=7.75). mean = 2.03) Problem. In terms of school adjustment, the "low maintenance" group was significantly higher than the other group (M = 42.53, overall average = 42.17). In the activity latent group, the "low sustained reduction" group had significantly higher internalization problem behavior (M=9.74 and overall average=8.24) and higher (M=46.74 and overall average=44.88). In the socil latent group, internalization problem behavior (M=6.30, overall average=8.24), externalization problem behavior (M=7.18, overall average=7.75), and sleep problem (M=1.81, overall average=2.03) were significantly lower than in other groups.
Among the sub-factors of school adaptation, the results were high in teacher adaptation (M=20.47, overall average=20.01), but relatively low in school life adaptation (M=43.85, overall average=44.88).
Through this study, it was confirmed that there were overall changes in the trajectory and individual differences of different temperament factors. Based on these individual differences, practical suggestions based on the results of typification of the change trajectory are as follows: Among the latent emotional change trajectory groups, the "increase-sustaining" and "decrease-sustaining" groups confirmed that changes were occurring rapidly before the age of 2. In the case of emotionally, it has been confirmed that sudden changes have occurred in the case of "increase persistence" and "decrease persistence" before the age of two. This suggests that intervention in harmony with children's individual temperament needs to be carried out early. Since then, it has been confirmed that the "increase persistence" group has been struggling in terms of problematic behavior. Therefore, preventive measures before the age of four are necessary for children who are emotionally increasing in infancy. In the case of activities, attention should be paid to the low-sustainability reduction group. The "low-sustainability reduction" group is more internalized than other groups, but it is well adapted to school life. Considering that children's activities are positive behavioral temperament that release energy, the possibility of internalization in groups with reduced activity indicates that physical or emotional causes should be investigated. The "low maintenance" group was more social in all areas of problematic behavior than others. sociability not only has a strong influence on intellectual and emotional development, but it also has an impact on interaction with others. The fact that the level of sociability measured at age 2 follows indicates that more customized intervention is needed for individual children.
This study is meaningful in confirming the diversity of temperament trajectories through longitudinal studies of infant temperament changes, and in subsequent adjustment or maladaptation, it is meaningful in confirming the difference in temperament trajectories. Especially this study would be more helpful to deepen the understanding of children's individual temperamental changes and to suggest the need for appropriate parenting and education intervention and preventive measures.
The purpose of this study is to find out how the personal temperament of infants and toddlers changes in the development and how latent groups with different trajectories are related to subsequent adjustment-related factors. Therefore, the Latent growth model was applied in this study to investigate the trajectory of personal changes in the temperament of infants and young children. For each of the subfactors of temperament, namely emotionality, activity and sociability, we explore the differences of change intra-individuals and inter-individuals over time. Secondly, the Growth Mixture Model was applied to classify individual trajectories of temperament from infancy to toddlerhood, and then identify the characteristics of each subtype of temperament. Finally, in this study the differences in adjustment were compared and analyzed between latent groups of infancy and toddlerhood temperament change types. Adjustment was analyzed separately from the problem behavior of the fifth year (4 years old) as maladjustment factors, and school adjustment of the eighth year (7 years old) as adjustment factors.
The data utilized in this study are the research data on ‘Panel Study of Korean Children(PSKC)’ conducted by the Korea Institute of Child Care and Education, a government-contributed research institute under the Prime Minister. For analysis, source materials from 2008(age 0) through 2012(age 4) and data of 2015(age 7) were used among the published data.
First of all, the trajectory of temperament change of emotionality, activity and sociability variants was investigated. There has been a significant change. In addition, this implies that emotionally and activity initial values have significant differences between individuals, and differences in the trajectories of variation between individuals have also been observed.
Secondly, the latent group based on Infants and toddlers temperament change trajectory was investigated by applying Growth Mixture Model, and three groups were confirmed: emotionality, activity and sociability. In the case of emotionality, there were "maintenance group" in which low depression emotions measured in the first year were maintained over time, "increasing-persistent group" with low initial values but steadily increasing initial values, and "decreasing-persistent group" with high initial values. In the case of activity, the initial level of activity was typified as a "mid-maintenance group" that maintained at a moderate level over time, a "high-increase-weak-decrease group" whose initial value was high and decreased after a slight rise, and a "low-sustained-decrease group" that became lower over time. Compared to other groups, sociability was found to be a "mid-maintenance group" that maintained at an intermediate level over time, a "low-maintenance group" that maintained a low initial value, and a "high-maintenance group" that showed higher sociability than other groups in the first year.
Finally, according to the adjustment relationship between the latent groups of the change trajectory, the "increase-sustaining" group was significantly higher than the other two groups in internalization (M=11.97, overall average=8.24), externalization (M=11.25, overall average=7.75). mean = 2.03) Problem. In terms of school adjustment, the "low maintenance" group was significantly higher than the other group (M = 42.53, overall average = 42.17). In the activity latent group, the "low sustained reduction" group had significantly higher internalization problem behavior (M=9.74 and overall average=8.24) and higher (M=46.74 and overall average=44.88). In the socil latent group, internalization problem behavior (M=6.30, overall average=8.24), externalization problem behavior (M=7.18, overall average=7.75), and sleep problem (M=1.81, overall average=2.03) were significantly lower than in other groups.
Among the sub-factors of school adaptation, the results were high in teacher adaptation (M=20.47, overall average=20.01), but relatively low in school life adaptation (M=43.85, overall average=44.88).
Through this study, it was confirmed that there were overall changes in the trajectory and individual differences of different temperament factors. Based on these individual differences, practical suggestions based on the results of typification of the change trajectory are as follows: Among the latent emotional change trajectory groups, the "increase-sustaining" and "decrease-sustaining" groups confirmed that changes were occurring rapidly before the age of 2. In the case of emotionally, it has been confirmed that sudden changes have occurred in the case of "increase persistence" and "decrease persistence" before the age of two. This suggests that intervention in harmony with children's individual temperament needs to be carried out early. Since then, it has been confirmed that the "increase persistence" group has been struggling in terms of problematic behavior. Therefore, preventive measures before the age of four are necessary for children who are emotionally increasing in infancy. In the case of activities, attention should be paid to the low-sustainability reduction group. The "low-sustainability reduction" group is more internalized than other groups, but it is well adapted to school life. Considering that children's activities are positive behavioral temperament that release energy, the possibility of internalization in groups with reduced activity indicates that physical or emotional causes should be investigated. The "low maintenance" group was more social in all areas of problematic behavior than others. sociability not only has a strong influence on intellectual and emotional development, but it also has an impact on interaction with others. The fact that the level of sociability measured at age 2 follows indicates that more customized intervention is needed for individual children.
This study is meaningful in confirming the diversity of temperament trajectories through longitudinal studies of infant temperament changes, and in subsequent adjustment or maladaptation, it is meaningful in confirming the difference in temperament trajectories. Especially this study would be more helpful to deepen the understanding of children's individual temperamental changes and to suggest the need for appropriate parenting and education intervention and preventive measures.
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