• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.301-322
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• 2012

The purpose of this study is to provide the basic data which can effectively improve young children's peer interaction behavior. For this purpose, this study examined the differences in the peer interactions of 4-year-old or 5-year-old children according to gender and age, and relationship among young children's temperament and emotion regulation, mother's emotional expressiveness, and teacher-child relationships, and then analyzed the relative influence of these variables on peer interaction behavior. The results are as follows. It appeared that boys' positive peer interaction is higher than girls'. Boys' negative peer interaction also is higher than girls'. In addition, the positive peer interaction of 5-year-old children is higher than that of 4-year-old children. As a result of examining the relative influence on peer interactions, children's emotion regulation ability is the most influential variable.

• Korean Journal of Child Education & Care
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• v.18 no.1
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• pp.103-123
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• 2018

This study investigated the structural relationships among infant's cognitive and communication ability, temperament, teacher-infants interaction, and mothers' parenting stress. Subjects used in this study were 249 infnats whose mean age of 30.21 months, and who were attended in preschool in S city. Research instruments used in collecting data were 'K-ASQ(Korean Ages and Stages Questionnaires)', 'EAS(Emotionality, Activity, and Sociability-Temperament Survey for Children-Parental Ratings)', 'PSI/SF(Parenting Stress Index/ Short Form)', 'ECOI'. The collected data were analyzed through SPSS 18.0 and AMOS 18.0 program. Pearson's correlation and Structural equation model analysis were used to analyze the data. Findings are as follows. First, there were positive correlations between infant's cognitive and communication ability with social-ability temperament, teacher-infants interaction. There were negative correlations between infant's cognitive and communication ability with infant's emotionality temperament, mothers' parenting stress. Second, social-ability temperament directly affected disposition toward cognitive ability, but in-direct effect was not significant. Emotionality temperament partially mediated the effects of parenting stress toward cognitive ability. Third, social ability directly affected disposition toward language ability, but in-direct effect was not significant. There has no significant path of temperament to teacher-child interaction, but teacher-child interaction has direct effect to infant's cognitive ability. Finally, all path about infant's communication ability were not significant.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.9
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• pp.279-291
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• 2016

The objective of this study is to determine the structural relationships among the infant's temperament, father's involvement in child-rearing, and the infant's social and emotional behavior. To this end, research was conducted with 330 parents of infants aged 1 and 2 in 55 day care centers located in J city and I city, Jeollabukdo. Frequency analysis, reliability analysis, correlation analysis, confirmatory factor analysis, and structural model equation analysis were conducted using SPSS 21.0 and AMOS 21.0. First, the results of the structural model equation analysis showed that the infant's temperament had a negative correlation with leisure and guidance, while it had a positive correlation with activity and impulsivity, which are external manifestations of their social and emotional behavior. Father's involvement in child-rearing had a negative correlation with the adaptability and mood aspects of the child's temperament, and also with general anxiety, an internal aspect of his or her social and emotional behavior. Social and emotional behavior had a positive correlation with the approach avoidance aspect of the infant's temperament. Second, according to the results of the analysis of the route between the variables, infant temperament was found to be a significant route, having a statistically negative correlation with father's involvement in child-rearing. The results of this study showed that infant's temperament and father's involvement in child-rearing had effects on the infant's social and emotional behavior, and suggested the importance of having a proper understanding of the educational implications of the father's involvement in child-rearing, in terms of its effects on the infant's social and emotional behavior.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.165-178
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• 2022

In this study, to explore the psychological and biosocial characteristics of the temperament and character's latent profile group, first, the latent group was identified with the seven variables of the Temperament and Character Inventory(TCI), and second, the difference between the psychological and biosocial characteristics of three identified latent groups. A total of 287 university students participated, and the latent groups was identified through latent profile analysis, a human-centeted statistical method, using Cloninger's TCI, Cognitive Emotion Regulation Questionnaire(CERQ), Positive Affect and Negative Affect Schedule(PANAS), Composite Scale of Moriningness(CSM), Pittsburgh Sleep Qulity Index(PSQI), and Satisfaction With Life Scale(SWLS). As result, first, three latent groups were identified through latent profile analysis using the seven variables of TCI. second, significant differences were identified in CERQ, PANAS, which are psychological variables, CSM, PSQI, and SWLS, which are biosocial variables among the latent groups. In conclusion, the importance of Self-Directedness(SD), a character factor that can be developed rather than Harm-Avoidance(HA), a temperament factor from nature, was confirmed. And the necessity of follow-up studies on psychological and biosocial variables for adaptive and mature personality was discussed.

• Korean Journal of Child Studies
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• v.33 no.2
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• pp.223-242
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• 2012

The main purpose of this study is to examine the relationship between the variables of infant temperament, maternal emotional availability, infant emotional responsiveness and involvement. A total of 60 infants and their mothers participated in this study. Mother-infant dyads were observed and mothers then completed questionnaires. Data was analyzed by means of descriptive statistics, t-tests, Pearson's correlations and hierarchical regressions. In terms of infant emotional responsiveness, maternal sensitivity and non-hostility, these were revealed to have had an effect on infant emotional responsiveness. Moreover, infants who have mothers who had the ability to read their infants' emotional signals accurately, responded in appropriate ways and interacted with affection, showed a higher level of responsiveness. In terms of infant emotional involvement, maternal structuring had an effect on infant emotional involvement. That is, infants who have mothers willing to support their infants through appropriate guidance and facilitate their interaction were more emotionally involved during the play sessions. In conclusion, maternal sensitivity, non-hostility and structuring were all related to infant emotional responsiveness and involvement, however, the degree of the effects of these variables differed.

• Korean Journal of Child Studies
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• v.30 no.3
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• pp.85-98
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• 2009

The purpose of this study was to examine the path model of child's sex, temperament, maternal parenting behavior, and child's emotion regulation on child social behaviors. The subjects were 286 elementary school children. Data were gathered through questionnaires reported by mothers and teachers. Path analysis revealed that (1) mother's overprotective or coercive parenting behaviors effected neither child's emotion regulation nor social behaviors (2) child's sex and activity level effected child's aggression both directly and indirectly through child's emotion regulation (3) child's 'activity level' and 'avoidance' temperament effected child's social withdrawal both directly and indirectly through child' emotion regulation. Findings underscore the role of emotion regulation as a mediator in predicting child aggression and social withdrawal.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.101-114
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• 2021

The purpose of this study was to investigate the temperament characteristics associated with stuttering subtypes (persistent and recovered) over time and the relationship between those characteristics and stuttering severity. This four-year longitudinal study covered 41 preschool children who stutter (CWS) and 30 preschool children who do not stutter (the CWNS group). At the final visit, 27 CWS were classified as the Recovered group and 14 CWS were classified as the Persistent group. Using the Children's Behavior Questionnaire-Short Form, each participant's temperament characteristics were measured twice: at one year and two years after the initial visit. The three subscale scores (Extraversion, Negative Affectivity, and Effortful Control) and the 15 component scores were analyzed, and they were used for between-group and between-visit comparisons. The Persistent group showed a significantly higher Negative Affectivity subscale score at every visit than the Recovered and CWNS groups. Within this subscale, significant group differences were found in the 'Fear' and 'Anger/Frustration' components, demonstrating that the Persistent group scored higher than the Recovered and CWNS groups. There was no significant correlation between the subscale and component scores and the stuttering severity scores within the Persistent group at any visit. These results support the proposition that these two stuttering subtypes have different temperament characteristics; they also imply that temperament might be influenced by stuttering experience over time.

• Journal of Korean Home Economics Education Association
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• v.27 no.2
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• pp.121-135
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• 2015

The purpose of this study was to investigate the influence of temperament and stress coping strategies on adolescents' psychological well-being. Three hundred and ninety nine middle and high school students in Seoul participated in this study. Temperament, stress coping strategies, and psychological well-being were evaluated by self-report questionnaires. Data were analyzed using Cronbach's alpha, frequencies, percentiles, means, standard deviations, two-way ANOVAs, Pearson's correlations and hierarchical multiple regression analyses. The results were as follows: First, there were significant differences in psychological well-being as a function of gender and school levels. Second, temperament and stress coping strategies were related to psychological well-being in adolescents. In the sub factor of temperament, activity and persistency were positively associated with psychological well-being, whereas rigidity was negatively related to psychological well-being. Among stress coping strategies, problem-focused strategy was positively associated with psychological well-being, whereas emotion-discharge strategy and affective-regulation strategy were negatively related to psychological well-being. Third, hierarchical multiple regression revealed that problem-focused strategy and emotion-discharge strategy were influential factors in explaining the level of psychological well-being controlling for gender, school levels and temperament of the adolescents. These findings suggest that stress coping strategy should be considered to promote the level of psychological well-being of adolescents.

• Korean Journal of Childcare and Education
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• v.11 no.6
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• pp.37-58
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• 2015

The purpose of the study was to analyze the effects of both young children's gender and temperament and their teachers' teaching efficacy and teacher-child interactions on peer play interactions. For this purpose, the data from the 2012 Panel Study on Korean Children were analyzed using analyses of variances and correlation co-efficiencies. In addition, analyses of hierarchical regression, with young children's temperament and teacher-related factors (teaching efficacy and teacher-child interactions) as the independent variables and three sub-factors of peer play interactions (play interaction, play disruption, play disconnection) as the dependent variables, were conducted. The results showed that young children's temperament, teacher efficacy, teacher-child interactions, and peer play interactions differed by gender and significantly correlated. Young children's temperament and teacher-child interactions significantly affected young children's peer play interactions, and the effect of teacher-child interactions was larger than the effect of temperament by 2~2.5 times. The results proved the importance of early childhood teachers' roles in the development of young children's peer interactions with consideration of differences based on children's gender and temperament. With the results given, implications and suggestions for further research were discussed.

• Korean Journal of Childcare and Education
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• v.8 no.3
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• pp.53-67
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• 2012

This study was to focus on the effect on parenting stress of children's developmental characteristics, emotionality and mother's self-efficacy, thus to set the structure equation model. Analysis data was collected from 2078 newborns to be involved Korea Children's Panel 1st year. The valuables were all measured by mothers. The main results of this study were as follows. First, children's developmental characteristics and emotionality had an effect on parenting stress directly. A lower level of children's developmental characteristics and a higher level of children's emotionality indicated a higher maternal parenting stress level. Second, mother's self-efficacy also had an effect on parenting stress level. A lower level of maternal self-efficacy demonstrated a higher level of maternal parenting stress level. Third, children's developmental characteristics and emotionality had an effect on parenting stress indirectly through mother's self-efficacy. Mother's self-efficacy which was affected by children's developmental characteristics and emotionality aggravated mother's parenting stress. The implication of these findings are also discussed.