• Korean Journal of Child Studies
• /
• v.26 no.1
• /
• pp.1-14
• /
• 2005

The present study aims to examine the relations between emotion regulation, aggression and school adjustment of boys and girls. A total of 321 5th-6th grades students were selected for the study. The data was collected via questionnaires. As results, there were some significant differences between boys and girls in overt aggression and peer adjustment. It was also found that emotion regulation, aggression and school adjustment were significantly correlated. And school adjustment was influenced by emotion regulation as well as overt and relational aggressions. Finally, only for boys, the relations between children's emotion regulation and school adjustment were mediated by their aggression.

• Korean Journal of Child Studies
• /
• v.27 no.6
• /
• pp.97-106
• /
• 2006

This research examined the relation between emotional expression of parents and self-regulation in children. The subjects were 116 3rd and 6th grade Sunday school children and their parents in 13 churches in Seoul and Kyunggi Province. Data were analyzed by the sex, age and self-regulation of the children and emotional expressiveness of the parents using two-way ANOVA and multiple regression analysis. Results were that mothers showed higher levels of emotional expression than fathers. Positive emotional expression of fathers was related to the self-regulation of sons but not daughters. Positive emotional expression of mothers was related to the self-regulation of daughters but not sons.

• Korean Journal of Human Ecology
• /
• v.19 no.2
• /
• pp.285-294
• /
• 2010

This study examined the relationship between children's school adjustment and their emotion regulation. The subjects were 122 1st grade students selected from one elementary school in Incheon. Teachers rated each child using the Emotion Regulation Scale (Lee, 1997) and School Adjustment Scale (Chi & Jung, 2006). The data were analyzed by using descriptive statistics, t-test, correlation analysis, and stepwise regressions. The children's emotion regulation and school adjustment were differed by sex of the child. The girls were assessed to be better adapted in emotion regulation and school adjustment than the boys. The children's emotion regulation was positively related to the children's school adjustment. In addition, the children's emotion regulation predicted how well they would adjust to school life.

• Journal of the Korean Home Economics Association
• /
• v.50 no.2
• /
• pp.65-74
• /
• 2012

This study was conducted to examine how children perceive emotional support, emotional regulation and self-efficiency. They came mainly from three elementary schools which are located in Gwangju metropolitan city. Questionnaires were provided to these students and the completed questionnaires were collected. Participants were 503 students. The results were as follows. First, only emotional support and self-efficiency directly affected in the school adjustment. Moreover, emotional support was the most influential factor. Second, although emotional support directly affected in the school adjustment, it also indirectly affected in the school adjustment through emotional regulation. Third, emotional regulation did not directly affect in the school adjustment, but on the other hand, it indirectly affected in the school adjustment through self-efficiency.

• Journal of Families and Better Life
• /
• v.24 no.5 s.83
• /
• pp.1-15
• /
• 2006

This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

• Journal of the Korean Home Economics Association
• /
• v.48 no.5
• /
• pp.61-72
• /
• 2010

This study examined the effects of maternal parenting, children's self-esteem and emotion regulation strategy on emotion regulation. Data were collected from 493 5th and 6th graders. The results were as follows: Firstly, maternal authoritarian and permissive parenting directly affected children's maladaptive emotion regulation, while maternal affectionate and permissive parenting directly affected children's adaptive emotion regulation. Secondly, children's selfesteem directly affected both their maladaptive and adaptive emotion regulation, while also acting as a mediator between maternal parenting and children's maladaptive and adaptive emotion regulation. Children's cognitive reappraiser strategy positively affected adaptive emotion regulation, but emotion suppressive strategy negatively affected adaptive emotion regulation. These emotion regulation strategies played a mediating role between maternal parenting or children's self-esteem and adaptive emotion regulation.

• Journal of the Korean Home Economics Association
• /
• v.42 no.8
• /
• pp.33-48
• /
• 2004

This study investigated the quality of after-school programs focused on artistic-physical activities, children's emotional regulation and social competence. The subjects were 224 elementary school children (1st through 6th grades) and 41 teachers. The measures were questionnaire(after-school activities), Assessment Profile for Early Childhood Programs(school-age), the Emotional Regulation Scale. and the Social Competency Scale. The data were analyzed by Cronbach's a, frequency, percentile, mean, and t-test. The results indicated that emotional regulation and, social competence were significantly different according to the quality of after-school programs： Children in a higher group of curriculum quality and interaction with teacher had better emotional regulation than did children in a lower group. Children in a higher group of curriculum quality and scheduling had better social competence(leadership and competence) than did children in a lower group.

• Korean Journal of Human Ecology
• /
• v.18 no.6
• /
• pp.1209-1219
• /
• 2009

The purpose of this study examined the path model of maternal emotional expression, temperament and self-esteem on emotion regulation among children. The subjects were 487 5th and 6th graders. Data was gathered through questionnaires reported by children and their mothers and analyzed by structural equation modeling. The results showed that children's 'activity level' temperament and maternal negative emotional expression directly affected maladaptive emotion regulation. Children's 'emotionality' temperament and maternal positive emotional expression directly affected adaptive emotion regulation. Children's 'approach-flexibility' temperament and self-esteem directly affected both maladaptive and adaptive emotion regulation. Maternal emotional expression and children's self-esteem mediated between children's temperament and emotion regulation. Additionally, the most important variable predicting children's maladaptive emotion regulation was the children's 'activity level' temperament, and the most important variable for adaptive emotion regulation was the children's 'emotionality' temperament.

• Journal of Families and Better Life
• /
• v.23 no.4 s.76
• /
• pp.35-53
• /
• 2005

In this study, the influence of mothers' parenting behaviors on children's strategies and competence of emotional regulation was examined. Further, the mediating effects of children's active-social support seeking and aggressive strategies on the above relationship were explored. The participants were W mother-child pairs. The children were 5th and 6th graders at two elementary schools in Kyunggi province and Kwangju metropolitan area The data were analyzed with descriptive statistics, factor analysis, Cronbach's alpha, Pearson correlations, standard multiple regressions and structural equation modeling analysis by LISREL 8.3. The main results of this study were as follows: (1) The more the mothers coached children with affection and reasoning, the more adaptive emotional regulation the children had; whereas children tended to have maladaptive emotional regulation in response to the mothers' rejecting and forceful parenting behaviors. Also, when children were coached by mothers with love, reasoning and consistent restriction, they used more active-social support seeking strategies, whereas they used more aggressive strategies when the mothers coached children with rejecting and forceful parenting behaviors. The more the mothers were rejecting, forceful and intervening, the more the children used passive-avoidant strategies. (2) The more the children used active-social support seeking strategies and the less the children used aggressive strategies, the more likely they had adaptive emotional regulation. The more the children used aggressive strategies, the more likely they had maladaptive emotional regulation. (3) Children's active-social support seeking strategies played a partial mediating role between mothers' affectionate and reasoned coaching and children's adaptive emotional regulation. These strategies, on the other hand, played a full mediating role between mothers' consistent restriction and children's adaptive emotional regulation. Children's aggressive strategies played a partial mediating role between mothers' rejecting and forceful parenting behaviors and children's maladaptive emotional regulation. Mothers' non-intervention had an influence on neither the children's aggressive strategies nor their maladaptive emotional regulation.

• The Korean Journal of Elementary Counseling
• /
• v.7 no.2
• /
• pp.141-158
• /
• 2008

The purpose of study was to examine the effects of an emotional intelligence development program on the stress recognition and stress coping of elementary school children. The subjects of this study are 24 fourth grade students who were selected based on the level of their emotional intelligence and stress recognition(level under the mean). They were divided into an experimental group and a control group, and each group had 12 students. The quantitative results of this study are as follows: First, the experimental-group increased in the level of emotional intelligence and showed a significant increase in the sub-areas of emotional intelligence(emotional recognition and expression, thought promotion) than the control group. Second, the experimental group decreased in the level of stress recognition and showed a significant decrease in the sub-areas of stress recognition(parents, family environment, friends, schoolworks) than the control group. Third, the experimental group improved in stress coping and showed a significant improvement in the sub-areas of stress coping(active coping, passive/avoidant coping, and social support seeking coping) than the control group. This study shows that emotional intelligence development program can be an effective tool for the change of stress recognition and stress coping of elementary school children.