The purpose of this study was to analyze the differences in the subjective well-being between foster care and residential care children. To research this, this study analyzed the 4th Korean Child Well-being Survey. The sample includes a total of 463 case in out of home care system (209 case in foster care and 254 case in residential care). For Analyzing the comparison by types of out-of-home care system, Structural Equation model and multi-group analysis were used. As a result, the community factors are associated with the subjective well-being of the children in out of home care and the current family factors as well as the school factors mediate with their association. However, there were differences in the antecedent factors affecting the subjective well-being of children between residential care and foster care. In foster care, the influence of micro-systems such as child characteristics and current families are relatively stronger, while community factors are more affective in residential care. The result of this analysis means that in order to improve the subjective well-being of out of home children, various customized services should be provided according to the type of out-of-home care.

The present study examined the extent to which the effects of parent-child attachment influenced children's learning related school readiness (words reading, reading comprehension, writing, math skill) directly and indirectly through parenting stress and children's executive function. The sample included 113 preschoolers (M = 77.93 months, SD = 3.45, 41.6% boys) and their parents. Parent-child attachment, parenting stress, and children's executive function were assessed using mother's reports on questionnaires and children's learning related school readiness was assessed with a standardized academic skills test. Data were analyzed using SEM in Mplus 8.2 (Muthen & Muthen, 2018). Parenting stress and children's executive function appeared to mediate effects of parent-child attachment on children's learning related school readiness. More specifically, higher levels of parent-child attachment predicted higher levels of children's learning related school readiness through lower levels of parenting stress and higher levels of children's executive function. Findings indicated that parenting stress and children's executive function played a significant role as mediators in explaining the relationship between parent-child attachment and children's learning related school readiness. This supports the argument that reducing parenting stress and improving children's executive function in prevention programs can be a promising way to promote children's learning related school readiness.

This study examined parent-adolescent discrepancies in perception of parent-adolescent relationship and high-risk adolescent's behavior problems. Samples were 604 adolescents and their parents(320 high-risk adolescents, 284 normal adolescents). The results were as follows: First, both female adolescents and their parents showed more involvement and communication than male adolescents and their parents. High school adolescents showed less involvement than middle school adolescents. Second, high-risk adolescents and their parents perceived to have lower attachment, involvement, communication, and more relational frustration than normal adolescents and their parents. Third, high-risk female adolescents perceived to have lower attachment than their parents, and high-risk male adolescents perceived to have more relational frustration but less involvement. than their parents Both high-risk middle school and high school adolescents perceived to have lower attachment than their parents, and high-risk high school adolescents perceived to have more relational frustration than their parents as opposed to normal group adolescents. Forth, high-risk adolescents showed lower agreements in attachment, involvement, and communication than normal adolescents. High-risk male adolescents had lower agreement in attachment than high-risk female adolescents. Fifth, high-risk adolescents in parent higher rating/adolescent lower rating group showed more conduct problems, peer problems and lower emotion problems than adolescents in adolescent higher rating/parent lower rating group.

This study aimed to investigate the effects of cognitive emotional regulation strategy in the relation between early maladaptive schema and psychological maladaption in the subjects of preliminary teachers who were studying in teachers' college and college of education. The objectives of this study were to find out early maladaptive schema in the preliminary teachers, to overcome its negative impact, and to seek more positive measures of emotional regulation so as to assist them to enhance their quality of life functionally as a preventive measure. The study subjects were 922 university students who were studying in teachers' colleges located in Daegu and Busan, North Gyungsang Province, and the data were analyzed using SPSS 23.0 and AMOS 22.0. The study results were as follows. First with respect to the cognitive emotional regulation strategies, early maladaptive schema of the preliminary teachers showed negative impact on the adaptive emotional regulation strategy while did positive impacts on the maladaptive emotional regulation strategy and psychological maladaptation. In addition, the adaptive emotional regulation strategy showed the negative impact on psychological maladaptation and the maladaptive emotional regulation strategy did the positive impact on psychological maladaptation. Second, in the relation between early maladaptive schema and psychological maladaptation in the preliminary teachers, both the adaptive and maladaptive emotional regulation strategies were found to have the mediating effect.

Currently, Korea's total fertility rate has declined below 1.00 and the problem of low fertility is intensifying. This study examined the effects of subjective socioeconomic status on marriage intention and fertility intention, focusing on young people in early adulthood that will determine the fertility rate. Also, this study investigated whether subjective well-being mediates the effects of subjective socioeconomic status on the marriage and fertility intention. Data were analyzed by means of descriptive statistics and hierarchical regression analysis. The major findings of this study are as follows: First, college students showed general levels of subjective socioeconomic status and the levels of subjective well-being, marriage intention and fertility intention was slightly higher than normal level. Second, after controlling for college students' sociodemographic characteristics, subjective socioeconomic status was positively related to marriage and fertility intention. Finally, the level of subjective well-being partly mediated between the subjective socioeconomic status and marriage intention and fertility intention. It was found that the higher the self-perceived social class of university students, the higher is their tendency to evaluate their lives positively, and eventually, the greater is their intention to marry and to give birth to children. Based on the above results, this study emphasized the need for policies to improve young people's quality of life and to encourage marriage and fertility intention.