• 한국엔터테인먼트산업학회논문지
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• 제15권6호
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• pp.127-139
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• 2021

본 연구는 한부모 가족의 유아를 대상으로 가족건강성이 자기조절력, 사회적 유능감에 미치는 영향 관계를 밝히고자 했다. 본 연구의 대상은 서울시에 소재한 유치원에 재원 중인 만 3세~5세 유아 350명을 대상으로 설문조사를 실시하였다. 응답은 학부모가 하도록 하였으며, 수집된 자료는 수집된 자료는 SPSS Satistics와 SPSS Process Macro를 사용하여 다중회귀 분석과 Pearson의 상관관계분석, Bootstrapping 분석을 실시하였다. 연구결과는 다음과 같았다. 첫째, 한 부모 가족의 가족건강성은 유아의 자기조절력과 사회적 유능감에 부분적으로 유의미한 정(+)의 상관관계가 있었다. 둘째, 한부모 가족건강성과 유아의 사회적 유능감 간의 관계에서 유아의 자기조절력은 매개효과가 있는 것으로 나타났다. 이같은 연구결과를 고려하여 유아의 사회적 유능감은 한부모 가족이라는 가족형태보다 가족원 간의 관계에서 영향을 받는다는 것임을 파악할 수 있었다.

• 한국심리학회지 : 문화 및 사회문제
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• 제17권1호
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• pp.63-79
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• 2011

본 연구의 목적은 청소년의 분노표현 양식과 지각된 정서적 유능성이 학교분노에 미치는 효과를 조사하는 것이다. 이를 위해 본 연구에서는 고등학생 304명(남자 134명, 여자 170명)에게 한국판 상태-특성 분노표현 척도(Korean Version of State-Trait Anger Expression Inventory; STAXI-K) 중 분노표현 양식 척도(분노표출, 분노억제, 분노통제), 한국판 학교분노 척도(Korean Version of School Anger Inventory), 그리고 한국판 특성 메타-기분 척도(Korean Version of Trait Meta-Mood Scale; K-TMMS)를 실시하였다. 본 연구 결과, 학교분노는 분노표출 및 분노억제와는 정적인 상관을 그리고 분노통제 및 지각된 정서적 유능성과는 부적인 상관을 보였다. 학교분노에 대한 분노표출과 지각된 정서적 유능성의 상호작용 효과 그리고 학교분노에 대한 분노억제와 지각된 정서적 유능성의 상호작용 효과는 유의미하지 않았다. 반면에 학교분노에 대한 분노통제와 지각된 정서적 유능성의 상호작용 효과는 유의미한 것으로 나타났다. 사후분석에서 지각된 정서적 유능성 점수가 낮은 경우에는 학교분노에 대한 분노 통제의 효과가 유의미하지 않은 반면에 지각된 정서적 유능성 점수가 높은 경우에는 학교분노에 대한 분노 통제의 효과가 유의미한 것으로 나타났다. 이러한 결과에 기초하여 청소년의 학교분노 수준을 경감시키기 위한 심리학적인 프로그램에서 분노통제의 기술과 더불어 지각된 정서적 유능성을 높일 수 있는 방안을 함께 다루어야 할 필요성이 논의되었다.

• 대한가정학회:학술대회논문집
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• 대한가정학회 2004년도 제57차 춘계학술대회
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• pp.204-204
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• 2004

• 아동학회지
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• 제24권3호
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• pp.27-44
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• 2003

This study examined effects of children's emotionality, interpersonal problem solving strategies, and maternal behaviors during mother-child interaction on children's social competence as rated by teachers. Data were analyzed separately for boys and girls. A total of 102 children(60 boys, 42 girls; aged 5-6) and their mothers were studied. Children's positive and negative emotionality were related to their social competence. Positive solving strategies were positively related to boy's social competence; negative solving strategies had negative to both boy's and girl's social competence. Mother's negative affect related negatively to boy's social competence and mother's sensitivity/guidance related positively to girl's social competence. When children's emotionality and interpersonal problem solving strategies were controlled, maternal behaviors during mother-child interaction did not contribute to children's social competence.

• 아동학회지
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• 제24권4호
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• pp.123-142
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• 2003

This study examined the effectiveness of a social competence program for mentally challenged(IQ 58-74) and/or somewhat autistic 6- and 7-year old children with peer relationship difficulties. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the experimental program. The intervention consisted of 16 sessions: 2 intervention teachers implemented each session for 90 minutes once a week. Target behaviors were to initiate interactions with others, to respond to behaviors of teachers and peers, to participate in group activities, and to express their needs to others with speech. Data on the frequencies of target behaviors, the behavior episodes and parent reports were analyzed. Most of children became to be more sociable, although there were individual differences in the changes in target behaviors.

• 아동학회지
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• 제27권3호
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• pp.225-240
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• 2006

This study examined the effects of mother's facilitative communication and child's emotional intelligence on social competence. Subjects were 474 students in the $5^{th}$ and $6^{th}$ grades of two elementary schools located in Seoul. Data were analyzed by the SAS statistics program. Findings were that mother's facilitative communication has an effect on child's social competence and on emotional intelligence. Higher perception of child's own emotional ability was associated with higher sociability, social participation and leadership. Increased perception of the emotional ability of others was associated with higher sociability, interpersonal adjustment, social participation, leadership, and popularity.

• 아동학회지
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• 제30권5호
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• pp.137-153
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• 2009

This study examined the effects on preschooler's social competence of preschooler's emotional regulation strategies and maternal attitude toward child's emotional expressiveness. Subjects were 57 3-to 5-year-old preschoolers, their mothers and 3 teachers in their classes. Data were adapted from the Social Intelligence part of Project Spectrum and analyzed by Pearson Correlation Coefficient and Stepwise Multiple Regression Analysis. Findings were that : (1) preschoolers' positive emotion regulation strategies significantly explained their social competence. (2) Older children showed higher social competence than younger children; the effect of children's age on social competence was more influential than emotional strategies or maternal attitudes. In conclusion, preschooler's emotion regulation strategies are an important factor as their social competence develops with age.

• 아동학회지
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• 제36권6호
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• pp.1-21
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• 2015

This study was aimed at examining the paths through which family socioeconomic status as indicated by family income and parental education influenced preschool-aged children's socioemotional and cognitive development through the mediating role of parental warmth and the home learning environment. The study made use of data from 1,080 families who participated in the 5th wave of the Panel Study on Korean Children, when their children were approximately 4 years of age. Structural equation modeling analysis revealed that the models, including both parental warmth and the home learning environment did not fit the data well. The effects of warmth on social competence and cognitive development were not statistically significant. The modified models, using the home learning environment as a mediator between family SES and child's developmental outcomes showed that higher level of family income and parental education predicted a more cognitively stimulating home environment, which in turn, predicted a child's greater levels of social competence and positive cognitive development. The social competence of preschool-aged children again significantly predicted their cognitive development. The mediating effects of the home learning environment were statistically supported.

• 대한가정학회지
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• 제49권1호
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• pp.67-78
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• 2011

The purposes of this study were to explore the differences in maternal parenting behaviors, parents' conflict, social support, and social competence according to boys' and girls' depression level. The participants of this study were 150 children of 4 to 6 grades and their teachers from one elementary school in Seoul. The data were analyzed using descriptive statistics and t-test. The result were as follows: Firstly, depressive boys perceived less maternal warmth and more parents' conflict than non-depression group. And boys of depression group had less task orientation than non-depression group. Secondly, depressive girls perceived less maternal warmth, supervision, and parents' support, and more parents' conflict than non-depression group. And girls of depression group were rated having less peer social skills, frustration tolerance than non-depression group by teachers.

• 아동학회지
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• 제29권1호
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• pp.189-205
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• 2008

A group theraplay program for improving social competence of children in group homes was composed of 24 sessions. The researcher and a therapist accessed 5 children living in a group home and conducted one session each week for 6 months from May to September. Before the application of the program, a pre-test was conducted using evaluation measures of attachment stability, social competence, and children's behavioral problems. A post-test was performed after the end of the program and a follow-up test was carried out to determine the long term effects of the program. Results showed that the group theraplay program improved attachment stability and social competence of children in group homes and was effective in changing problem behaviors.