• Korean Journal of Childcare and Education
• /
• v.12 no.1
• /
• pp.225-244
• /
• 2016

This study seeks to analyze how children's moral emotions affect their social competence. Moral emotions focus on empathy and sympathy. The purpose of this research is to offer basic data for establishing both amoral and emotional educational program. The subjects of this research involve 182 children(either 4 or 5 year olds) that have lived in Korea. Analysis of the collected data have yielded some interesting results. First, it is found that children's empathy and sympathy are dependent on children's age and their fathers' educational level; as a result, increasing the age of the children and their fathers' educational level are found to increase empathy and sympathy. Secondly, both empathy and sympathy scores are found to have correlation to the scores of positive reciprocity, capability, and interpersonal relation on social competence. Sympathy scores increase with respect to the leadership scores of social competence. Lastly, children's empathy is a factor that affects positive reciprocity, capability, interpersonal relation, and participation on social competence. Their sympathy affects leadership on social competence. The results of this study suggest that strengthening the empathy and sympathy levels of children could partially enhance their social competence.

• Korean Journal of Culture and Social Issue
• /
• v.17 no.1
• /
• pp.63-79
• /
• 2011

The purpose of the present study is to examine effects of anger expression and perceived emotional competence on school anger in adolescents. The participants were 304 high school students (134 males, 170 females). They were administered the anger-related subscales (anger-out, anger-in, and anger control) of the Korean Version of the State-Trait Anger Expression Inventory (STAXI-K), the Korean Version of Trait Meta-Mood Scale (K-TMMS), and the Korean Version of School Anger Inventory(SAI-K). The results showed that school anger positively correlated with anger-out and anger-in, and negatively correlated with anger control and perceived emotional competence. Neither interaction effects of anger-out and perceived emotional competence nor interaction effects of anger-in and perceived emotional competence on school anger were significant. On the contrary, interaction effects of anger control and perceived emotional competence on school anger were significant. The results of post-hoc analysis revealed that the effect of anger control on school anger was significant in the case of high perceived emotional competence but not significant in the case of low perceived emotional competence. Based on these results, it was suggested that psychological programs designed to reduce school anger in adolescents need effective measures to enhance not only anger control skills but also perceived emotional competence.

• Korean Journal of Child Studies
• /
• v.30 no.5
• /
• pp.137-153
• /
• 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.

• Korean Journal of Child Studies
• /
• v.29 no.3
• /
• pp.207-222
• /
• 2008

This research studied the social-emotional competence of children whose primary caregiver was a single-mother or single-father alone compared with children living with a single-parent but the primary caregiver was a non-parent (e.g. a grandparent). Subjects were 208 children (105 boys, 103 girls) from 10 elementary schools in 3 metropolitan cities. Instruments were the Adaptive Behavior Checklist constructed by the researcher, Self-esteem Inventory (Kim, 1987) and Emotional Competence Scale (Kim, 1998). Results showed that children in single-mother families were more social-emotionally competent than children in single-father families. Children whose primary caregivers were non-parents had higher self-esteem than children whose primary caregivers were single parents alone. There were interaction effects of caregiver variables on children's peer relationships and awareness/expression of their own emotion.

• Korean Journal of Child Studies
• /
• v.30 no.5
• /
• pp.57-72
• /
• 2009

The purpose of the present investigation was to analyze the effects of a social-emotional competence program utilizing group play therapy in promoting young children's prosociality, teacher-child relations and peer competence. The subjects were 90 five-year-old kindergarten children. The experimental treatment was performed in 14 sessions for 7 weeks. Instruments were the Prosocial Behavior Scale for Young Children (2003), Student-Teacher Relationship Scale (2004), and Iowa Social Competence Scales (1997). Data was analyzed by ANCOVA. Results were that the experiment group showed significantly higher social competence scores than the comparison and control groups. Conclusions were that a social-emotional competence program utilizing group play therapy can be effective in enhancing young children's improvement of prosociality, teacher-child relations, and peer competence.

• Korean Journal of Child Studies
• /
• v.24 no.3
• /
• pp.27-44
• /
• 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.

• Korean Journal of Child Studies
• /
• v.27 no.3
• /
• pp.225-240
• /
• 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.

• Korean Journal of Child Studies
• /
• v.36 no.2
• /
• pp.167-182
• /
• 2015

This study created a structural model of the influence of paternal and maternal meta-emotion philosophy and children's emotion regulation in terms of their social competence and confirmed the nature of the relationship among the variables. For the purpose of this study, data was collected, targeting 363 children in the $5^{th}$ and $6^{th}$ elementary school grades from schools located in Seoul. The main results of this study were as follows: First, both paternal and maternal meta-emotion philosophy had an influence on children's emotion regulation and emotion dysregulation. Next, paternal and maternal meta-emotion philosophy did not appear to have a significant influence on children's social competence in a direct manner. The complete mediation effect of emotion regulation in regards to the influence of paternal and maternal meta-emotion philosophy upon children's social competence was confirmed. It was also found that parental meta-emotion philosophy had an influence upon children's social competence in an indirect manner through children's emotion regulation in the period of middle childhood.

• Korean Journal of Childcare and Education
• /
• v.9 no.5
• /
• pp.321-334
• /
• 2013

The purpose of this study was to examine the relationship of father's verbal control modes, children's self efficacy, social competence and interactive peer play. The subjects were pairs of 195 three, four and five year-old-children and their fathers. Data were analyzed with mean, standard deviation, and bivariate correlation. Results indicated that father's verbal control modes were significantly correlated with children's self efficacy, social competence and interactive peer play. Father's person-oriented control verbal mode was positively related to children's self-recognition, self-emotion, social competence, leadership and interactive peer play while imperative control verbal mode was negatively related to children's instability, interrupted play behavior, and disturbed play behavior.

• Korean Journal of Childcare and Education
• /
• v.2 no.1
• /
• pp.41-63
• /
• 2006

The purpose of this study is to investigate the differences among mother's feeling expression, children's self-regulation, and children's peer competency by socio-demographic background and provide a basic material to develop the parents' education for mother's promosing emotional environment to help development of children by understanding the correlation among mother's feeling expression children's self-regulation, and children's peer competency. The research objects were 361 of 4 to 6-year-old children and their mothers. The tool adapted by Woo Sookyong(2002) was used for Mother's emotional expressivity, and the tool of Lee Jeongran(2003) for the of self regulation and the tool of park Joohee and Lee Eunhae for the children's peer competency. Data analysis was performed with population, percentage, t-test, Cronbach $\alpha$, F-test, and co-relation of LSD posteriori test. The summary of this study are as follows; First, the more negative expressivity was shown as mother's academic career was higher and the more positive one was appeared as family income was greater according to the background of socio-demography. Female children showed the higher self-regulation, and the self-decision and action control were greater as their age was higher. Children's peer competency was higher as they were social and friendly personality. Second, there was the strong relationship among the mother's feeling expressivity, children's self-regulation and peer competency one. Mother's positive expressivity had the relationship with children's self-regulation and peer competency one while weak expressivity had it with self-decision, regulation and children's peer competency. But the strong negative heartstrings' expressivity was an improper co-relation with action control and no relation with similar age competent ability. A definitive relation existed between all low level area except the emotion of self-regulation and children's peer competency. Form the above study, it was Known that there was the relationship among the mother's feeling expressivity, children's self-regulation and peer competency. In particular, there was strong relationship between positive and weak positive expressivity, and children's self-regulation and peer competency. These results could be reflected to parents' heartstrings education by knowing the impact of a positive emotional expressivity and weak-negative one.