Yujin Jang

This study examined the relationships among communication anxiety, bicultural engagement, parenting stress, and parenting efficacy among Chinese marriage migrant women living in Korea, with particular attention to the mediating role of parenting stress. Using cross-sectional survey data, the study tested a structural model linking communication anxiety and acculturation to parenting efficacy through parenting stress. The results showed that higher communication anxiety was associated with higher parenting stress, whereas higher bicultural engagement was associated with lower parenting stress. Parenting stress, in turn, was negatively associated with parenting efficacy. The direct relationship between communication anxiety and parenting efficacy was not significant, while the indirect relationship through parenting stress was significant. Bicultural engagement showed a positive indirect relationship with parenting efficacy through lower parenting stress, although its direct relationship with parenting efficacy was in the opposite direction. These findings suggest that communication anxiety and bicultural engagement represent distinct aspects of migration-related experience and are differently associated with parenting. They also highlight parenting stress as an important mechanism linking migration-related experiences with mothers’ perceptions of parenting competence. The findings underscore the need for support programs that address communication-related anxiety, cultural adjustment, and parenting stress among Chinese marriage migrant women in Korea.

This study investigates the structural relationships between maternal phubbing, toddlers’ language development, and their social development over a three-month interval. The sample consisted of 239 toddlers (aged 16–36 months) residing in Seoul and Gyeonggi-do, along with their mothers and classroom teachers. Data collection was conducted in two phases: the primary survey in May 2025 assessed maternal phubbing and toddlers’ language development through maternal reports, followed by a secondary survey in August 2025, where classroom teachers evaluated the toddlers’ social development. The findings revealed that while maternal phubbing did not significantly predict toddlers’ language development, it exerted a significant negative impact on their social development three months later. Additionally, toddlers’ language development was found to positively influence their subsequent social development. These results suggest that maternal phubbing and toddlers’ language development operate through independent pathways to influence social outcomes. By employing a three-month short-term longitudinal design (time-lagged design), this study identifies a direct path from maternal phubbing to social development and reaffirms the critical role of early language skills in fostering social competence during toddlerhood.

This study investigated the mediating roles of constructivist beliefs and play beliefs in the relationship between play teaching efficacy and teacher–child interactions among early childhood teachers in South Korea and China. Data from 372 teachers (Korea = 181, China = 191) were analyzed using multi‑group structural equation modeling (SEM). Measurement invariance testing supported configural and metric invariance and partial scalar invariance, allowing for valid cross‑cultural comparisons. Results showed that Korean teachers reported higher play teaching efficacy, play beliefs, and teacher–child interactions than Chinese teachers. Mediation analyses revealed that, for Korean teachers, play beliefs partially mediated the link between play teaching efficacy and teacher–child interactions, whereas constructivist beliefs were not significant. For Chinese teachers, both play beliefs and constructivist beliefs served as partial mediators; notably, constructivist beliefs showed a indirect effect. These findings underscore the impact of cultural and institutional contexts on early childhood education. Professional development in Korea should focus on addressing inappropriate constructivist beliefs and aligning teachers’ beliefs with classroom practice, while training in China should prioritize building play teaching efficacy and integrating constructivist and play‑based pedagogies.

This review paper addresses the growing and increasingly sophisticated issue of cyber sexual crimes targeting children and adolescents. It explores specific examples of various sexual offenses, analyzes the limitations of current legal frameworks, and offers practical recommendations for prevention. As one of the world’s most advanced digital societies, South Korea has witnessed a significant rise in such crimes. These incidents are classified into clear criminal acts, tactics used to lure minors, and occurrences within virtual environments, all of which should be integral to educational programs for children and parents. This study also examines the UK’s Online Safety Act, recognized as a leading model in combating online sexual offenses, and highlights the deficiencies in South Korean law. Given that these crimes often extend into the offline world, exploit vulnerable groups with increasing subtlety, and are challenging for individuals to counteract alone, there is a critical need for specialized education for minors, metaverse training for parents, and the enhancement of both legal measures and international cooperation in this area.

This study analyzes the previous literature on the online safety of children and youth under “the 4Cs risk framework” concerning contact, content, conduct, and contract risks. It then conducts a comparative study of Australia, Canada, and the UK, comparing their institutions, governance, and government-led programs. Relevant research in Childhood Education Studies is insufficient both in quantity and quality. To minimize the four major online risks for children and youth in cyberspace, it is necessary to maintain a regulatory approach to the online exposure of children under the age of 13. Moreover, the global society should respond together to these online risks with “multi-level” policymaking under a “multi-stakeholder approach”. At the international level, multilateral discussion within the OECD and under UN subsidiaries should continue to lead international cooperation. At the domestic level, a special agency in charge of online safety for children and youth should be established in each country, encompassing all relevant stakeholders, including educators and digital firms. At the school and family levels, both parents and teachers need to work together in facilitating digital literacy education, providing proper guidelines for the online activities of children and youth, and helping them to become more satisfied and productive users in the digital era.

K-POP 엔터테인먼트 기업들이 ESG 경영 도입 단계에 들어섬에 따라 기업 특성에 맞는 구체적인 ESG 활동에 관한 심층적 연구가 필요하다고 판단하였다. 이에 본 연구는 K-POP 엔터테인먼트 기업 ESG 활동의 중요도와 우선 순위를 도출하고자 기업의 주요 이해관계자인 소비자를 대상으로 AHP 분석을 실시하였다. 분석 결과, K-POP 엔터 테인먼트 기업의 ESG 활동 중 사회(S) 활동이 가장 중요한 것으로 나타났으며 이는 K-POP 엔터테인먼트 기업의 ESG 활동 방향이 환경(E) 부문으로 치우쳐져 있는 현 상황과 대비된다. 각 세부 활동을 살펴보면 환경 부문에서는 ‘친환경 가치확산’의 중요도가 가장 높게 나타났는데, 이는 다른 산업과 달리 화제성과 영향력이 큰 엔터테인먼트 산 업의 특성이 반영된 결과로 보인다. 또한 사회 부문은 ‘소속 아티스트’의 중요도가 가장 높게 나타났는데 아티스트 인권침해, 불공정 계약 등 K-POP 엔터테인먼트 기업들의 비윤리적인 행태가 언론 등을 통해 알려지면서 소비자들 이 이에 대한 윤리적 책임을 요구하고 있는 것으로 볼 수 있다. 마지막으로 지배구조(G) 부문에서는 ‘윤리경영’과 관 련된 활동이 가장 중요한 것으로 나타났는데, 대중에게 미치는 영향이 큰 산업인 만큼 청렴과 투명성이 중요하게 작 용하는 것으로 해석할 수 있다. 이처럼 본 연구는 K-POP 엔터테인먼트 기업의 ESG 활동을 세부적으로 제시하고, K-POP 엔터테인먼트 산업의 ESG 활동 우선순위가 타 산업과 상이하다는 점을 포착하였다는 측면에서 학술적 의의 를 지닌다. 또한 K-POP 엔터테인먼트 기업의 ESG 경영 도입에 있어 합리적인 의사결정에 도움을 줄 수 있다는 점 에서 실무적 의의를 지닌다.

This study was conducted to identify the relation between children’s autonomy and motor development mediated by teacher–child relationships. Are there differences between teacher–child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher–child relationship and children’s autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher–child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher–child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.