标题：An Analysis of Latent Profiles of Educational Support in Parents of Early School-Aged Children: Predictors and Differences in Children’s School Adjustment
摘要：Objectives: This study aimed to investigate the types of educational support for mothers of early school-aged children, identify the influence of education belief and parenting capability on the different types, and compare the level of children’s school adjustment by the type of educational support. Methods: A latent profile analysis, multiple logistic regression, and one-way ANOVA were conducted using data on 380 children from the Panel Study on Korean Parent Educational Involvement (PSKPEI) in 2017 (1st grade) and 2018 (2nd grade). Results: First, the latent profiles of parental educational support were classified into three types: guidance/experience, guidance/control, and achievement/control. Second, the probability of being classified into each type differed depending on the predictive factors. In particular, the latent profiles of parental educational support were significantly explained by the following predictors: a) identifying with the child among the sub-factors of education belief, and b) understanding development, career development of child, and supportive environment among the sub-factors of parenting capability. Third, children of guidance/experience type parents were more likely to adapt to school life than those of the other types in the second grade. Conclusion: This study empirically confirmed the influence of parental education support by showing that the level of children’s early adjustment to elementary school depends on the types of parental educational support.
关键词：early school-aged child;educational support;school adjustment;latent profile analysis;Panel Study on Korean Parent Educational Involvement (PSKPEI)
