RESUMO
PURPOSE: The aim of this study was to develop a self-control competency scale for school-aged children and to confirm its reliability and validity. METHODS: This study involved methodological research to verify the reliability and validity of a self-control competency scale for school-aged children. Data were collected from 438 students in the fifth and sixth grades of elementary school. RESULTS: The self-control competency scale was composed of 13 items and six subscales (control of relationship with one's teacher, problem-solving, peer empathy, control of relationships with one's peers, impulse control, and emotional control). The internal consistency reliability of the scale was evaluated using Cronbach's α, which was .83 for the entire scale and ranged from .65 to .76 for the subscales. The model of six subscales was validated by CFA (CMIN/df=1.977; p<.001, GFI=.94, SRMR=.050, RMSEA=.065, IFI=.95, TLI=.93, CFI=.95). Concurrent validity was evaluated by comparing this scale to the scale developed by Nam and Ok (2000), and a significant correlation was found (r=.82, p<.001). On this scale, higher scores indicate higher levels of self-control among late-school-aged children. CONCLUSION: This scale can be used as a valid and reliable instrument for examining self-control competency among late-school-aged children.
RESUMO
PURPOSE: The purpose of this study was to obtain research-based evidence on the relationships among general characteristics, family strength, self-control, and happiness among late school-aged children using a correlational research design. METHODS: The participants were 172 fifth- and sixth-grade students from two public elementary schools. Data were collected by employing structured questionnaires, including the Korean Family Strengths Scale for Strengthening Family II, a self-control scale, and a happiness scale. Data analysis was conducted using SPSS version 23.0. RESULTS: The level of happiness of late school-aged students showed significant correlations with family strength (r=.78, p<.001), and self-control (r=.59, p<.001). Family strength had a significant positive correlation with self-control (r=.55, p<.001). The factors with a significant impact on participants' happiness were family strength (ß=.63, p<.001), self-control (ß=.21, p<.001), exercise frequency, and self-perceived health. The total explanatory power of the model was 69%, and the explanatory power of family strength for the level of happiness was 61%, showing that the family strength was the most important factor that promoted happiness in late school-aged students. CONCLUSION: These findings imply that improving family strength is an important aspect of promoting happiness among late school-aged children. Interventions to strengthen late school-aged children's self-control are also necessary.