• Title/Summary/Keyword: 정서조절능력

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The Mediating Effects of Interpersonal Competence on the Relationship between Emotion Regulation and Life Satisfaction of Adolescents (청소년의 정서조절능력과 삶의 만족도와의 관계에서 대인관계역량의 매개효과)

  • Lee, Si-Yeon
    • Journal of Digital Convergence
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    • v.15 no.8
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    • pp.445-454
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    • 2017
  • The purpose of this study was to examine the effects of emotion regulation on life satisfaction of adolescents on the mediating effect of interpersonal competence. The data of 3,404 middle school students in a study on Measurement of Korean Youth Competency and International Comparative Study II(2015) by the National Youth Policy Institute were analysed. The results of the study are: (1) emotion regulation was found a key factor affecting the life satisfaction of adolescents, (2) their emotion regulation affects interpersonal competence, (3) interpersonal competence affects life satisfaction, (4) interpersonal competence was proved to have a mediating effect between the effects of emotion regulation and life satisfaction. The implications and limitations are reviewed, as are the suggestions for future research.

Mediation Effect of Social Support on the Relationship between Emotional Regulation and Rejection Sensitivity (정서조절능력과 거부민감성의 관계에서 사회적지지의 매개효과)

  • Oh, Min-kyung;Ha, Chang-Soon
    • The Journal of the Korea Contents Association
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    • v.19 no.3
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    • pp.590-599
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    • 2019
  • The purpose of this study is to identify the mediated effects of social support in relation to college students' emotional control ability and rejection sensibility, and to provide basic data to intervene in students with high resistance sensibility. To this end, a survey of 449 university students was conducted and the hypothesis of this study was verified using a structural equation model. The analysis results are as follows. First, the relationship between emotional control ability, rejection sensibility and social support perceived by university students through correlation analysis showed significant correlation between emotional control ability, social support and rejection sensitivity. Second, in the structural model of social support in relation to emotional control ability and rejection sensibility, it was confirmed that social support played a role between emotional control ability and rejection sensibility. Based on the results of this study, some suggestions for the application and follow - up studies were discussed.

The Effect of Emotional Control and Interpersonal Cognitive Problem Solving Ability on Children's Interpersonal Relationship Formative (유아의 대인관계 형성능력에 미치는 정서조절능력과 대인문제해결사고의 영향)

  • Park, Wha-Yun;Ma, Ji-Sun;Kim, Min-Young
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.13 no.11
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    • pp.5083-5090
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    • 2012
  • This study was designed to examine the effect of emotional control and interpersonal cognitive problem solving ability on children's interpersonal relationship formative. The subjects were 133 boys and girls who were day care center in G metropolitan city. Data analysed with t-test, ANOVA, Pearson correlation coefficient, regression. The results were as follows. First, there were significant differences in the children's interpersonal relationship formative according to children' sex. There were significant differences in the emotional control and interpersonal cognitive problem solving ability according to their sibling and mother occupation. Second, there were significant correlations between the children's interpersonal relationship formative, emotional control and interpersonal cognitive problem solving ability. Third, the children's interpersonal relationship formative was affected by emotional control and interpersonal cognitive problem solving ability.

The Mediation Effect of Emotional Regulation Ability on the Relationship between Social Anxiety and Relational Aggression of Higher Grade Elementary School Girls (초등학교 고학년 여학생의 사회불안이 관계적 공격성에 미치는 영향: 정서조절능력의 매개효과)

  • Lee, Hwa-Mok;Kim, Hyun-Ah
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.20 no.8
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    • pp.352-361
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    • 2019
  • The purpose of this research is to verify the mediation effect of emotional regulation on the relationship between social anxiety and relational aggression in higher-grade elementary school girls. The research was conducted with 177 female students in grades 4, 5, and 6 attending an elementary school in Inchon, South Korea, and the results were used as a social anxiety scale, an emotional regulation ability scale, and a relational aggression scale. From using the data for multiple regression analysis, the results of this study are as follows. First, social anxiety showed a significant negative correlation with emotional regulation, and showed a significant positive correlation with relational aggression. Emotional regulation and social anxiety showed a significant negative correlation with relational aggression. Second, emotional regulation was fully mediated from the effect of social anxiety on relational aggression. Third, as a result of verifying the mediating effects from subordinate factors of emotional regulation on the relationship between social anxiety and relational aggression, positive emotional regulation, such as problem-centered coping support seeking was found to be partially mediated, whereas negative emotional regulation, such as emotional divergence, aggressive expression, and avoidance, was found to be fully mediated. Finally, the implications and limitations of this study are discussed.

The Relationship between Collegiate Athletes' Communication and Problem-Solving Capacity: The Mediating Effect of Cognitive Emotion Regulation Strategy (대학 운동선수들의 의사소통과 문제해결능력의 관계: 인지적 정서조절전략의 매개효과)

  • Choi, Youngjun
    • 한국체육학회지인문사회과학편
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    • v.58 no.3
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    • pp.67-78
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    • 2019
  • The purpose of this study was to examine the mediating effects of adaptive-maladaptive cognitive emotion regulation strategies in relationship between communication competence and problem-solving capacity. Subjects were 189 male collegiate athletes. The results were as follows: Their communication competence had a positive influence on their problem-solving capacity, and their adaptive emotion regulation strategies had a partial mediating effect on the relationship between communication competence and problem-solving capacity. But the maladaptive emotion regulation strategy did not have a statistically significant relationship with communication competence or problem-solving capacity. This result suggests that the communication competence and customized adaptive emotion regulation strategies are necessary to improve the problem-solving capacity of collegiate athletes.

The Effects of Preschool Infants' Self-elasticity on Emotional Control, Empathy, and Teacher Efficacy (예비유아교사의 자아존중감이 자아탄력성과 정서조절능력 및 공감능력에 미치는 영향)

  • Choi, Mi Soog
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.12
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    • pp.586-594
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    • 2020
  • This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

The Effects of Maternal Grandmothers' Positive Parenting Behavior, Mothers' Emotion Regulation and Positive Parenting Behavior on Children's Emotion Regulation (외조모의 긍정적 양육행동과 어머니의 정서조절능력 및 긍정적 양육행동이 학령 후기 아동의 정서조절능력에 미치는 영향)

  • Park, Soo-Yeon;Doh, Hyun-Sim;Kim, Min-Jung;Song, Seung-Min
    • Korean Journal of Child Studies
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    • v.35 no.2
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    • pp.117-136
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    • 2014
  • This study examined the effects of maternal grandmothers' positive parenting behavior, mothers' emotion regulation, and positive parenting behavior on children's emotion regulation. A total of 348 mothers of fourth and fifth graders responded to questionnaires, which included items related to their mothers' positive parenting behavior, their own emotion regulation and positive parenting behavior, and their children's emotion regulation. The data were analyzed by means of correlations and Structural Equation Modeling (SEM). First, maternal grandmothers' positive parenting behavior significantly affected mothers' emotion regulation, but mothers' emotion regulation did not directly affect their children's emotion regulation. Second, maternal grandmothers' positive parenting behavior had an effect on mothers' positive parenting behavior, which led to a high level of their children's emotion regulation. Lastly, maternal grandmothers' positive parenting behavior indirectly influenced children's emotion regulation through mothers' emotion regulation and positive parenting behavior. This study emphasizes the intergenerational transmission of positive parenting, as well as a crucial influence of mothers' positive parenting behavior on children's emotion regulation.

A Study on Variables related to Positive and Negative Peer Interactions of Young Children (유아기 긍정적.부정적 또래상호작용에 관련된 변인 연구)

  • Lee, Jee Hee;Kim, Hye Youn
    • 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.