<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec><h3>Objective</h3>
<p>Factors influencing school adaptation of school-aged children include both executive function (EF) and parent–child interaction. This study aims to investigate the developmental trajectory of mother–child interaction longitudinally using latent growth model analysis.</p>
</sec>
<sec><h3>Methods</h3>
<p>A longitudinal descriptive survey study was conducted. The participants comprised of 1,614 mothers and school-aged children, who participated in the Panel Study on Korean Children (6th–8th panel surveys). A model was designed and analyzed using latent growth modeling to estimate the pattern of change over time.</p>
</sec>
<sec><h3>Results</h3>
<p>In the group where the maternal depression was within the normal range, only the path by which the change rate of mother–child interaction affected school adaptation of children was statistically nonsignificant (<italic>t</italic> = 1.007, <italic>p</italic> = 0.314). In the group where maternal depression was mild or higher, only the paths by which the initial value of mother–child interaction affected EF difficulty (<italic>t</italic> = −2.75, <italic>p</italic> = 0.032) and EF difficulty affected school adaptation (<italic>t</italic> = −7.876, <italic>p</italic> &lt; 0.001) were statistically significant.</p>
</sec>
<sec><h3>Conclusions</h3>
<p>This study confirms the research models developed by dividing mother–child interaction into two groups according to depression levels (i.e., normal range and mild or higher-level depression). The findings provide a basis for construction of individualized interventions.</p>
</sec>
</abstract>

Objective
Factors influencing school adaptation of school-aged children include both executive function (EF) and parent–child interaction. This study aims to investigate the developmental trajectory of mother–child interaction longitudinally using latent growth model analysis.

Methods
A longitudinal descriptive survey study was conducted. The participants comprised of 1,614 mothers and school-aged children, who participated in the Panel Study on Korean Children (6th–8th panel surveys). A model was designed and analyzed using latent growth modeling to estimate the pattern of change over time.

Results
In the group where the maternal depression was within the normal range, only the path by which the change rate of mother–child interaction affected school adaptation of children was statistically nonsignificant (t = 1.007, p = 0.314). In the group where maternal depression was mild or higher, only the paths by which the initial value of mother–child interaction affected EF difficulty (t = −2.75, p = 0.032) and EF difficulty affected school adaptation (t = −7.876, p < 0.001) were statistically significant.

Conclusions
This study confirms the research models developed by dividing mother–child interaction into two groups according to depression levels (i.e., normal range and mild or higher-level depression). The findings provide a basis for construction of individualized interventions.

Effects of mother–child interaction on school adaptation of children according to maternal depression

Frontiers of Nursing

This work is licensed under the Creative Commons Attribution 4.0 International License.

Objective
Factors influencing school adaptation of school-aged children include both executive function (EF) and parent–child interaction. This study aims to...

Effects of mother–child interaction on school adaptation of children according to maternal depression

Article Category: Original article

Online veröffentlicht: 30. Apr. 2021

Seitenbereich: 33 - 42

Eingereicht: 30. Apr. 2020

Akzeptiert: 11. Juni 2020

DOI: https://doi.org/10.2478/fon-2021-0004

Schlüsselwörter
child, depression, interactions, school

© 2021 Hanna Lee et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Effects of mother–child interaction on school adaptation of children according to maternal depression

Article Category: Original article

Online veröffentlicht: 30. Apr. 2021

Seitenbereich: 33 - 42

Eingereicht: 30. Apr. 2020

Akzeptiert: 11. Juni 2020

DOI: https://doi.org/10.2478/fon-2021-0004

Schlüsselwörterchild, depression, interactions, school

© 2021 Hanna Lee et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
child, depression, interactions, school