• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.321-322
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• 2013

This study attempted to anyone so that you can experience the dance, the dance activities were considering the personal characteristics of the elementary school program that combines dance movements and theatrical representation by presenting a model of the program. May appear in physical activity and changes in emotion recognition focused on elementary school students by applying to the program, the result of applying the participants through a program of dance activities, according to the mutual recognition of body motion expressed through the body, and how to communicate the meaning of the expressions in various ways positive thinking, voluntary participation, and interpersonal relationships and was able to deliver, and have self-confidence and self-esteem for physical activity and altered consciousness.

• Archives of design research
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• v.12 no.4
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• pp.69-77
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• 1999

In creating an illustration, rather than depend on the subjective expression of the illustrator, one should consider the characteristics of child cognitive development. Illustrations should be those which can arouse child's interesting and which can be educational. To do this, first, characteristic expressions shown in children's pictures can be used to arouse child's interesting. In creating an illustration, one should consider sufficiently "intuitive form" and "representative form" in order to appeal to curiosity of child. Second, illustrations should be able to be helpful to the development of child's intellect, emotion and imagination. The form is desired to be adequately exaggerated or reduced feature, to have anthropomorphic figure and to be fantastic composition considering the egocentrism and animalism of the child. As mentioned above, it can be said characteristic expression in picture book illustrations are affected by the two points - fascinating expression drawn by child and expression by illustrator, which can be helpful to the development of intellect, emotion and imagination.otion and imagination.

• Journal of Music and Human Behavior
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• v.14 no.2
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• pp.45-70
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• 2017

The purpose of this study was to validate the Korean version of RESPECT-Music, which measures personal, social and cultural function of music, and to examine the correlation between the measured RESPECT data and the data measured from other scales for emotions. A survey was conducted with two separate groups of undergraduate students. Exploratory factor analysis with sample A (N=212) and confirmatory factor analysis and correlation analyses with sample B (N=296) were conducted. The result of exploratory factor analysis generated 10 factors as influential factors in music use, which was the similar results to the original scale: background, values, focus, dancing, family bonding, cultural identity, political attitudes, venting, emotional expression and social bonding. In the confirmatory factor analysis, this 35-item measurement was found to obtain adequate internal consistency and reliability. In addition, the correlations were found with other scales measuring emotional adjustment. Specifically, RESPECT showed a positive correlation with scales for positive affect, reappraisal, negative mood regulation and repair. Among the generated factors as music function, dancing was highly correlated with emotional adjustment, while political attitudes was negatively correlated with emotional adjustment. The results indicate that music use in our everyday lives is intercorrelated with the intrapersonal and interpersonal motives and emotional adjustment, while the function of music that influences cultural identity was not associated with the level of emotional adjustment. Implications for future studies were also suggested.

• Korean Journal of Culture and Social Issue
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• v.23 no.3
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• pp.333-359
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• 2017

We examined the moderator roles of negative belief in emotional expression and emotional clarity between work-life balance and psychological symptoms (depression, anxiety and somatization). Also we identified gender differences in their moderating effects. This study was based on a sample of 869 married working employees (man: 424, women: 445). Hierarchical moderated regression analyses showed that work-life balance, negative belief in emotional expression and emotional clarity were strongly associated with depression, anxiety and somatization. While negative belief in emotional expression significantly moderated the relationship between work-life balance and depression and anxiety, emotional clarity showed no significance. We found gender differences in moderating effects of two moderators. In specific, the only women who had more negative belief in emotional expression were more psychological symptoms in a low work-life balance situation. On the other hand, the only men who had higher emotional clarity were less depressive and anxious under the conditions of high work-life balance. We discussed about implications of these results.

• Korean Journal of Child Studies
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• v.28 no.3
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• pp.115-131
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• 2007

The 305 fathers and mothers of 4- to 5-year-old children and their teachers participating in this study responded to three kinds of questionnaires. Findings were that (1) fathers reported greater control of their sons' negative expressiveness; mothers reported greater control of their sons' positive expressiveness. Mothers perceived daughters more likely to regulate their emotions than their sons and teachers perceived girls more likely to be well-adjusted interpersonally than boys. (2) Fathers who reported higher control of their sons' negative expressiveness had sons with higher popularity/leadership; mothers who reported higher control of sons' negative expressiveness had sons with lower interpersonal adjustment. (3) Boys with higher emotion regulation showed higher interpersonal adjustment and popularity/leadership. (4) Mothers' control of boys' negative expressiveness influenced boys' interpersonal adjustment, and boys' emotion regulation and fathers' control of boys' negative expressiveness influenced boys' popularity/leadership.

• Korean Journal of Child Studies
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• v.31 no.6
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• pp.167-183
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• 2010

This study examined the relationship between maternal attitudes toward children's expressiveness, children's emotional intelligence and problem behaviors. The question as to whether emotional intelligence mediated the relationship between maternal attitudes and problem behaviors was also explored. A sample of 307 preschool children were used as subjects. Mothers rated their levels of acceptance toward their children's emotions, while teachers reported on the children's emotional abilities and behavioral problems. The data were analyzed by means of regression analyses. Our results indicated that mothers' controlling attitudes were associated with low levels of worry-anxiety. Additionally, it was found that children with high emotional intelligence showed low levels of worry-anxiety, hostility-aggression, and hyperactivity-inattention. While multiple factors of emotional intelligence had differential impacts, the self-control factor was the most powerful predictor for all the problem behaviors. It was further found that a mother's receptive attitude was related to higher levels of self-awareness in children. Instead of the significant mediating effect of emotional intelligence, it was revealed that emotional intelligence had greater effects upon problem behaviors than maternal attitudes toward children's expressiveness.

• Korean Journal of Child Studies
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• v.36 no.2
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• pp.17-37
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• 2015

The study examined the pathways from maternal reactions to children's negative emotions to children's peer relations through children's empathy and emotional regulation. The participants in this study comprised 463 elementary school 4th-6th graders. They completed questionnaires on maternal reactions to children's negative emotions, levels of children's empathy, maladaptive emotion regulation types and skill levels of children's peer relations. Data were analyzed by means of structural equation modeling. It was found that in the case of maternal emotion coaching reactions, when done indirectly, as well as directly, had an influence on their levels of peer relations. On the other hand, in the case of over-sensitive maternal reactions, when done indirectly, but not directly, had an influence on their levels of peer relations. Therefore, these results indicate that children's empathy mediated the effects of maternal emotion coaching and over-sensitive reactions on peer relations. It also found that there are distinct pathways from maternal reaction types to children's negative emotions to peer relations through empathy and maladaptive emotion regulation types.

• Korean Journal of Child Studies
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• v.35 no.4
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• pp.61-78
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• 2014

The study examined the pathways from maternal reactions to children's negative emotions to children's emotion intelligence through children's resilience by gender. The participants in this study comprised 413 elementary school 4th-6th graders (of which 214 were boys, and 199 were girls). They completed questionnaires on maternal reactions to children's negative emotions, children's resilience and levels of children's emotional intelligence. Data were analyzed by means of T-test and structural equation modeling. In the case of the male group, it was found that maternal emotion coaching, when done indirectly, but not directly, had an influence on their levels of emotional intelligence. On the other hand, in the case of the female group, it was found that emotion coaching, when done indirectly, as well as directly, had an influence on their levels of emotional intelligence. Therefore, these results indicate that children's resilience mediated the effects of maternal emotion coaching on emotional intelligence. It also found that there are distinct pathways from maternal reactions to children's negative emotions to emotion intelligence through resilience by gender.

• Journal of the Korean Home Economics Association
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• v.50 no.5
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• pp.13-24
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• 2012

This study examined the effects of mothers' reactions toward children's negative emotion as well as mothers' emotional expressivity on children's social withdrawal. 206 children (103 boys, 103 girls; aged 4-5 years old) and their mothers participated in the study. Mothers reported their reactions to their child's negative emotion along with their expressivity. The teachers completed a rating scale to measure children's social withdrawal. The collected data was analyzed using descriptive statistics, Pearson's productive correlation coefficient, and hierarchical multiple regressions. The results showed a relation between mothers' distress reactions and punitive responses and children's social withdrawal. A mother's positive expressivity was negatively related to a child's social withdrawal. A hierarchical regression analysis indicated that the effects of mothers' punitive responses and minimization responses on children's withdrawal were moderated by a mother's positive expressivity. Mothers' punitive responses and minimization responses were positively associated with children's social withdrawal, especially for children who had the lowest level of mother's positive expressivity.

• Journal of Families and Better Life
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• v.32 no.3
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• pp.137-146
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• 2014

The aims of this study were to investigate the relationships among mothers' emotion expression, preschool children's temperament, and preschool children's emotion regulation. The participants in this study were 75 5-year-old children from five child-care centers located in Seoul. The collected data were analyzed using simple regression and hierarchical multiple regression. The major findings were as follows. First, mothers' positive emotion expression had a positive influence on children's effortful control, and mothers' negative emotion expression had a positive influence on children's negative affect. Second, mothers' positive emotion expression had a positive influence on children's emotion regulation, while mothers' negative emotion expression had a negative influence on children's emotion regulation. Last, the effect of mothers' positive emotion expression on children's emotion regulation was fully mediated by children's effortful control. Also, the effect of mothers' negative emotion expression on children's emotion regulation was partially mediated by children's negative affect. These results suggest that mothers' emotion expression and children's temperament may predict children's emotion regulation.