Objective: The purpose of this study is to find the tendencies and differences
of mother’s child-rearing anxiety before and after their children enter into
elementary school, to analyze the factors influencing child-rearing anxiety at each
time, and thereby to seek a support plan at the time of transition.
Methods: The subjects of this study were 181 mothers who participated in two
surveys which were conducted before and after their child entered into
Results: Firstly, mother’s child-rearing anxiety before and after their children’s
entrance into elementary school was at a middle level, but increased significantly
when they experienced their children’s transition to elementary school. Secondly,
mother's child-rearing anxiety, before their children’s entrance into elementary
school, was influenced by private education, the collection of educational
information, cognitive ability, whether or not to develop a work status change
plan, and birth order sequentially. Thirdly, child-rearing anxiety after their
children’s entrance into elementary school was significantly influenced by
child-rearing anxiety before their children’s entrance into elementary school and
the mother’s employment.
Conclusion/Implications: This study is meaningful in the point that it suggested
the necessity for the cooperation between multiple systems, such as systematic
and stepwise parenting education, the importance of offering information to
educational institutions and local governments, and for work- family support
policy to prioritize children in order to support children’s successful transition
into elementary school.