• Korean Journal of Childcare and Education
• /
• v.10 no.3
• /
• pp.85-102
• /
• 2014

The purpose of this study is to investigate the effect of toddler's emotionality and mother's reaction to their child's negative emotions of social-emotional behaviors of toddlers. The subjects were 141 mothers and toddlers ranging in age from 18 to 36 months. Instruments used in this study were: 1) Early Childhood Behavior Questionnaire(ECBQ)(Rothbart, 1994), 2) Coping with Toddlers' Negative Emotions Scale(CTNES)(Eisenberg et al., 1996), and 3)Brief Infant Toddler Social and Emotional Assesment(BITSEA)(Carter et al., 2006). Data were analyzed using Pearson's correlation and hierarchical multiple regression analysis. The results of this study show that toddler's emotionality and the mother's negative reaction to their child's negative emotions were related to the social-emotional behaviors of toddler. Also, mother's reaction to their child's negative emotions have mediation effects between toddler's emotionality and social-emotional behaviors. Specifically, toddler's emotionality has a partial mediating effect on social-emotional behaviors through mother's supportive reaction to their child's negative emotions. Additionally it was also determined that the toddler's emotionality has a complete mediating effect on the relationship between mother's unsupportive reaction to their child's negative emotions and the social-emotional behaviors of toddler. Theses results support the notion that mother's character as well as child's personality at birth are critical predictors which could impact social-emotional behaviors of toddler.

• Science of Emotion and Sensibility
• /
• v.16 no.4
• /
• pp.457-468
• /
• 2013

Common theories of affect underscore valence and arousal dimensions or specific emotion. However, given the role of affect in transacting social behavior, sociality may determine the subjective experience and interpersonal response to positive stimuli. The current study examined the relationships between social positive affect and perspective taking as well as positive coping. One potential moderating effect of agreeableness on these relations was also examined. In two experiments, film segments induced socially and non-socially generated positive affects. We hypothesized and found that positive affect associated with sociality would enhance perspective taking ability and positive coping, while non-social positive affect would not. Moreover, these effects varied as a function of the level of agreeableness. These findings suggest that the social/non-social dimension influenced which positive affects elicited perspective taking and positive coping, which could not be explained by differences in subjective emotional valence or arousal. Taken together, these findings have important implications, as they point toward a previously overlooked relation linking sociality to positive affect.

• Korean Educational Research Journal
• /
• v.38 no.3
• /
• pp.231-248
• /
• 2018

This was explorative study to exam whether the moderating effects of emotional expressiveness on the relationship between social anxiety and intimacy in romantic relationship were with classificaton of emotional type(positive, negative) and gender(male, female). Data of 270 students were analysed with hierarchical multiple regression analysis. The results were as follow. First, In case of male, positive emotional expressiveness had moderating effect between social anxiety and intimacy in romantic relationship, though negative emotional expressiveness had not. Second, In case of female, negative emotional expressiveness had moderating effect between social anxiety and intimacy in romantic relationship, though positive emotional expressiveness had not. The meaning of results, implications of results, and suggestions for following researches were discussed.

• Korean Journal of Childcare and Education
• /
• v.2 no.2
• /
• pp.147-164
• /
• 2006

The purpose of this study was to investigated, On the Effect of Parent's Rearing Attitudes, Social Support On the Children's Emotional Intelligence. 243 Children were surveyed for this study. Spss/pc was run for statistical data analysis. This study abstracted that the most important factors Parent's Rearing Attitudes, Social support, Emotional Intelligence. In conclusion, this study implies that retraining and teaching programs for teachers need to be accessed variably, considered with the results of this paper.

• Journal of Korean Home Economics Education Association
• /
• v.35 no.1
• /
• pp.15-34
• /
• 2023

This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

• The Journal of Korean Philosophical History
• /
• no.25
• /
• pp.7-40
• /
• 2009

The aim of this paper is to establish the theoretical foundation on "the integrative study of the character education for the promotion of social and emotional competencies of children.". Based on the social and emotional learning(SEL), this paper is tried to find out the effective ways to develop children's good character. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. Both the social and emotional learning movement and the character education share in common the idea that much of human character can be modified for the better through learning. While character educators engage in developing civic virtue and moral character in our youth for more compassionate and responsible society, SEL educators engage in educating for a safe, secure, caring society. To effectively teach social and emotional competencies, the teachers themselves must embrace a teaching and learning philosophy that models the attitudes, feelings, and behaviors we aim to teach.

• ICROS
• /
• v.20 no.2
• /
• pp.20-30
• /
• 2014

서비스 로봇의 성장으로 사람의 정신적, 정서적 보조 역할을 하는 사회적 로봇 개발에 관심이 커지고 있다. 본 논문은 로봇의 사회적 의사소통을 위한 정서 생성 기술의 심리학적 이론 배경을 설명한다. 이와 함께, 로봇에 적용된 기존의 정서 생성 연구를 소개하고, 학회와 저널을 통해 발표된 최근 연구들을 정리하였다.

• The Journal of the Convergence on Culture Technology
• /
• v.5 no.1
• /
• pp.169-175
• /
• 2019

The purpose of the present study was to investigate the effects of young children's emotional intelligence and prosocial behaviors on their leadership. The subjects were 400 children aged 4 to 5 in the metropolitan area in South Korea. Subjects' emotional intelligence, prosocial behaviors, and leadership were measured by their teachers using questionnaires. The collected data were analyzed with descriptive statistics, Pearson correlation analyses, and analysis of multiple regression using SPSS 23.0. Young children's emotional intelligence as well as prosocial behaviors showed the positive correlations with their leadership. In addition, young children's emotional intelligence and prosocial behaviors had the positive effects on their leadership.

• Science of Emotion and Sensibility
• /
• v.17 no.3
• /
• pp.83-94
• /
• 2014

The present study examined the intensity of affective forecasting and the size of affective forecasting errors of people who experienced social exclusion or those high in need to belong. In Particular, a series of studies was designed to explore the moderating role of the types of future events (i.e. social vs. non-social events) in the relationship between social exclusion, the need to belong and affective forecasting. Results indicated that participants who experienced social exclusion or be high in need to belong showed significantly extreme affective ratings on the future social events compared to the future non-social events. Additional results suggested that more social exclusion experiences or higher needs to belong did not affect to the affective ratings on the experienced social events, indicating greater affective forecasting errors of socially excluded people or people with higher need to belong. The implications and limitations of the results were also discussed.

• The Journal of the Korea Contents Association
• /
• v.20 no.9
• /
• pp.558-576
• /
• 2020

The purpose of the research was to verify the mediating effect of social support and cognitive emotional regulation strategy when office worker's emotional expressive ambivalence influences on interpersonal stress. A survey was conducted with 422 office workers from August to September of 2018. SPSS, AMOS and Mplus were used for descriptive statistics, correlation analysis, verification of structural equation modeling and mediated effect. There was a partial mediating effect in emotional expressive ambivalence of self-defense model, a complete mediating effect in relational emotional expressive ambivalence model. In both self-defense and relational emotional expressive ambivalence model, double mediation effect of passing through support and cognitive emotional regulation strategy in the relationship between emotional expressive ambivalence and interpersonal stress was significant. This study sought ways to reduce interpersonal stress by increasing the level of perception of social support and using adaptive cognitive emotional control strategies for office workers.