• 한국생활과학회지
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• 제18권3호
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• 아동학회지
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• 제21권3호
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• pp.5-23
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• 2000

This study of the characteristics and the relationships of children's emotional intelligence (EQ) and self-esteem had a sample of 1060 5th grade children. The rank order of four EQ factors from highest to lowest was "perception of emotion", "other-regulation and self-expression", "self-regulation and emotion utilization", and "empathy". Among self-esteem factors, "general self-worth" had the highest correlation with overall self-esteem; "physical appearance" was most strongly correlated with "general self-worth". Relationships between EQ and self-esteem showed that higher EQ was associated with higher self-esteem. Among EQ factors, "other-regulation and self-expression" was the strongest predictor of "behavioral conduct." The next strongest predictor of self-esteem among EQ factors was "self-regulation and utilization of emotion". Other self-esteem factors well predicted by EQ were "general self-worth", and "scholastic competence".

• 한국보육지원학회지
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• 제19권5호
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• pp.81-106
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• 2023

Objective: The purpose of this study was to develop a sociability program for young children (Buddy TOC), consisting of cooperative activities, and to investigate its effects on children's sociability, such as empathy, self-regulation, and interpersonal skills. Methods: The contents of the program were extracted through a literature review and analysis of previous research. The goodness-of-fit of the drafted program was verified by specialists in early childhood education and through a preliminary study. The effects of 'Buddy TOC' were tested based on the selected 5 sessions with regard to children's empathy, self-regulation, and interpersonal skills. Overall, 70 participants (35 in the experimental group and 35 in the comparison group) were 4-year-olds, and 67 participants (33 in the experimental group and 34 in the comparison group) were 5-year-olds. The data were analyzed by conducting ANCOVA based on age. Results: Empathy, self-regulation and interpersonal skill of the 4- and 5-year-old children in the experimental group were higher than those of the comparison group, and there were slight differences according to the subareas. Conclusion/Implications: The field applicability and importance of 'Buddy TOC' as a sociability program, utilizing cooperative activities for the promotion of young children's social skills, were discussed.

• 아동학회지
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• 제21권4호
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• pp.21-34
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• 2000

This investigation of developmental trends in children's emotional intelligence used the Emotional Intelligence Rating Scale for Preschool Children(Kim, 1998) to study 973 children. Significant age differences were found in 5 factors: 'utilization of emotion', 'regulation of emotion', 'handling of relationship between child and teacher' and 'handling of relationship with peers'. Children's emotional intelligence scores increased with age in 3 factors: 'utilization of emotion', 'empathy', and 'regulation of emotion'. Sex differences were found in 5 factors: 'utilization of emotion', 'empathy', 'appraisal and expression of self emotion', 'regulation of emotion', and 'handling of relationship between child and teacher'. In all factors, the scores of girls were higher than those the scores of boys.

• 가정과삶의질연구
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• 제20권2호
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• pp.123-134
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• 2002

This study examined the effects of children′s personality traits on children′s emotional intelligence. The Subjects were 1060 5th graders of elementary schools located in four cities of Seoul, Suwon, Daejeon, and Daegu, Korea. The results indicated that girls in general showed more of the positive personality traits and higher emotional intelligence(EI) than boys did. Reflectiveness and sociability among seven personality factors had positive effects on all of the four EI factors. Responsibility factor of personality positively affected "self-regulation and emotion utilization" of both boys and girls, while activity factor had a positive effect on "other-regulation and self-expression". Stability had a possitive effect on "self-regulation and emotion utilization" among girls, whereas superiority had a negative effect on "empathy" among boys.

• 산업진흥연구
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• 제9권2호
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• pp.85-93
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• 2024

본 연구는 유아기질과 유아행복감, 놀이성, 자기조절력의 직접적인 효과와 유아기질과 유아행복감 간의 관계에서 놀이성과 자기조절력의 매개효과를 검증하여 유아기질에 따른 유아행복감에 미치는 영향 관계를 살피고 유아행복감 증진을 위한 이론적, 실천적 정보를 제공하는 것에 목적을 두었다. 본 연구의 주요결과는 다음과 같다. 첫째, 유아기질의 활동성은 유아행복감에 정적 영향을 미치는 것으로 나타났다. 둘째, 유아기질의 적응성, 활동성, 접근-회피성은 놀이성에 정적영향을 미치는 것으로 나타났다. 셋째, 유아기질의 생리적 규칙성은 자기조절력에 정적영향을 미치는 것으로 나타났다. 넷째, 놀이성과 자기조절력은 유아행복감에 정적영향을 미치는 것으로 나타났다. 다섯째, 놀이성은 유아기질의 적응성, 활동성, 접근회피성과 행복감 간의 매개 역할을 하는 것으로 나타났다. 여섯째, 자기조절력은 유아기질의 생리적규칙성과 유아행복감 간의 매개역할을 하는 것으로 나타났다. 결론적으로 본 연구는 유아기질의 하위요인들에 따라 유아행복감, 놀이성, 자기조절력에 미치는 직접적인 영향과 매개 변인인 놀이성과 자기조절력이 유아행복감에 미치는 간접적인 영향을 분석함으로써 유아행복감을 향상할 수 있는 방향성에 어떠한 것들이 있는지 파악하여 유아 보육 및 교육을 위한 이론적, 실무적 기초자료를 제공하는 데 의의가 있다.

• 대한가정학회지
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• 제36권11호
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• pp.61-72
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• 1998

The purpose of this study was to investigate parental emotion regulation and children's understanding of emotional display rules. 31 boys and 29 girls of the first and fourth grades and their parents were selected for the subject. Sixty children were interviewed on eight interpersonal conflict situations and parent completed the PACES(Saarni, 1985) separately. The main results of this study were as follows. 1) Children's understanding of emotional display rules increased with age. 2) Children's primary justification for using emotional display rules was self-protective one. Girls used more often prosocial justification than boys. 3) Parental emotion regulation was significantly different between the two contexts: a child might cause another person substantial emotional distress and a child didn't cause another person substantial emotional distress. 4) Parental regulation was differed by children's age in the context that the child might cause another person substantial emotional distress. 5) Father's regulation was differed by children's sex in the context that the child might cause another person substantial emotional distress. 6) Maternal regulation was positively correlated to the level of emotional display rules in the context that the child might cause another person substantial emotional distress.

• 한국지역사회생활과학회지
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• 제18권4호
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• pp.671-679
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• 2007

This study investigated the relationship between maternal facilitative communication perceived by children and the social adjustment which was measured as pro-social behaviors and aggressive behaviors in children. Special attention was given to the mediating effect of the child's self-regulation on the relationship. The subjects, selected by convenience sampling method, were 193 fourth and fifth grade elementary school students. Data was analyzed through Pearson's correlation, reliability analysis, and multiple regression using the SPSS 12.0. The findings of the study were as follows. First, the mother's facilitative communication perceived by the child was positively associated with the pro-social behavior, while, it was negatively correlated with the aggressive behavior of the child. Second, the mother's facilitative communication had direct effect on the prosocial behavior and the aggressive behavior of the child. Third, the direct impact of facilitative communication on social adjustment was mediated by the self-regulation variable. Based on these findings, this study proposes strategies for the improvement of children's adjustment during late childhood.

• 한국보육지원학회지
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• 제8권5호
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• pp.25-45
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• 2012

본 연구는 인천과 경기지역의 어린이집과 유치원에 재원 중인 만 5세 435명과 그들의 어머니 435명을 대상으로 어머니의 양육태도와 유아의 자기조절능력이 유아리더십에 미치는 영향을 알아보고자 하였다. 연구의 자료는 t검증과 F검증 및 상관분석 그리고 위계적 중다회귀분석을 실시하였으며, 그 결과 첫째, 유아의 성별에서는 어머니의 양육태도, 자기조절능력, 유아리더십에서 여아가 높게 나타났다. 출생순위에서는 둘째이상의 유아를 둔 부모가 통제적 양육태도가 높게 나타났고, 어머니의 취업여부에서는 취업모가 더 자율적이고 통제적인 것으로 나타났다. 또한 어머니의 학력과 월 소득이 높을수록 애정적 양육태도와 자율적 양육태도가 높게 나타났다. 유아리더십에서는 취업모의 유아가 주도성, 사교성, 민감성에서 높게 나타났다. 둘째, 어머니의 통제적 양육태도는 유아의 자기조절능력, 유아리더십과 부적상관이, 유아의 자기조절능력과 유아리더십 간에는 정적상관이 나타났다. 셋째, 유아리더십에 미치는 상대적 영향력을 살펴본 결과 가정의 월 소득이 높고 어머니의 양육태도가 자율적이며, 유아의 자기조절능력이 높을수록 유아리더십이 높은 것으로 나타났다.

• 아동학회지
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• 제28권4호
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• pp.229-244
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• 2007

A comprehensive program for children's leadership improvement by enhancing their self-esteem, empathy, communication competence and emotion regulation utilized core concepts and techniques or the Solution-Focused Model of Chung et al. (2005), Satir's Experiential Model(Chung, 2003), Cognitive-Behavioral Model (Kim, 2002) and problem-solving games (Chung & Kim, 2005). Twenty-six $3^{rd}$, $4^{th}$, and $5^{th}$ graders from public schools in Seoul participated in six 2.5 hour sessions and their mothers participated in two 2.5 hour sessions. All subjects received pre-, post- and follow-up tests. The results showed that children's self-esteem, empathy, communication competence, and emotion regulation increased as a result of this program and the effects lasted for at least three months after the termination of the program.